ERRATA 

1. Page 8, paragraph 3, add as a footnote the following: 
Compare language here used with that in the "Proposed plan of 

Action" of 1853, printed on page 108 of this work- 

2. Page 27, line 10, insert after the words "for the liberal," the ad- 
ditional words "and practical." 

Also add to this sentence as a footnote the following: 
Compare language used here with that in paragraph 2 of the "Pro- 
posed plan of Action" page 108 of this paper. 



■B 



®nt\)ersttp of 3fUtnots 



Wt)t ^ntt3er0itp §)tubies 



'OL. IV No. 1 November i9io 



THE ORIGIN 



OF THE 



LAND GRANT ACT OF 1862 

(The So-called Morrill Act) 



AND 



Some Account ol its Author 

JONATHAN B. TURNER 



BY 



EDMUND J. I AMES, Ph.D., Lfcffe. 

President of the University of Ulinjuj 



PRICE, PAPER 75 CENTS 
CLOTH $1.35 



UNIVERSITY PRESS 
DRBANA-CHAMPAIGN 



A 



^^■"i" 



Copyright 1910 
By the University of Illinois- 



CCU2S0396 ^ 



THE ORIGIN 



of the 

LAND GRANT ACT OF 1862 

(The so-called Morrill Act) 

and 

Some Account of its Author 
Jonathan B. Turner 



BY 



EDMUND J. JAMES, Ph.D., LL.D. 
President of the University of Illinois- 



UNIVERSITY OF ILLINOIS 

URBANA, ILLINOIS 



V 






CONTENTS 

PAGE. 

Thesis 7 

Appendix A, Letter from Senator Morrill 33. 

Appendix B, Extract from Forquer's Letter ^j 

Appendix C, The Turner Pamphlet 45 



THE STATE OF ILLINOIS AND THE LAND GEANT ACT 

OF 1862 

(The so-called Morrill Act) 

Thesis 

It is proposed to prove in this paper that Jonathan B. Turner, 
at one time ]3rofessor in Illinois College at Jacksonville, Illinois, 
was the real father of the so-called Morrill Act of Jul}^ 2, 1862, 
and that he deserves the credit of having been the first to formu- 
late clearly and definitely the plan of a national grant of land to 
each state in the Union for the promotion of education in agricul- 
ture and the mechanic arts, and of having inaugurated and con- 
tinued to a successful issue the agitation that made possible the 
passage of the bill. ~ 



(7) 



There is no desire to detract one iota from the credit due Mr. 
Morrill for his earnest, wise and persistent advocacy of the policy 
of Federal Aid to education. By his action on this subject he 
gained and deserved the name of statesman and his glory and 
reputation will wax with the passing years while that of many of 
his colleagues who were more prominent at the time will wane 
and pass away ; because they did not recognize the really important 
things and he did. All lionor to him for his early work and above 
all for his continued support of this policy once begun ! 

On the other hand, the credit for having first devised and 
formulated the original plan and of having worked up the public 
interest in the measure so that it could be passed belongs clearly 
to Professor Turner and sliould be accorded him. 

The federal act, signed by Abraham Lincoln July 2, 1862, by 
which a grant was made to each state in the Union of thirty thou- 
sand acres of land for each senator and representative to which 
it was entitled in the federal congress for the purpose of promot- 
ing "the liberal and practical education of the industrial classes 
in the several pursuits and professions in life," has turned out 
to be, in the course of time, the greatest endowment of higher 
education ever made at one time by the act of any legislature. 

It marked the beginning of a comprehensive policy of federal 
endowment of higher education which has been continued by the 
enactment of several subsequent acts looking in the same direc- 
tion, notably (1) the so-called Hatch act of Marcli 2, 1887, which 
provided for a permanent appropriation to each state in the 
Union of fifteen thousand dollars per year for the purpose of 
establishing an agricultural experiment station in each state; 
further (2) the so-called Morrill College Aid act of August 30, 
1890, providing for a permanent appropriation to each state in 

(8) 



9 

the Union of fifteen thousand dollars per year, increased by one 
thousand dollars per year until it amounted to the sum of twenty- 
five thousand dollars per year, for the more complete endowment 
and support of the colleges for the benefit of agriculture and the 
mechanic arts, established under the act of 1862; further (3) the 
so-called Adams act of March 16, 1906, providing for a permanent 
appropriation to each state in the Union in the sum of five thou- 
sand dollars per annum and an annual increase of the amount 
of such appropriation thereafter for five years by an additional 
sum of two thousand dollars, after which the sum of thirty thou- 
sand dollars should be paid each year for the more complete en- 
dowment and maintenance of agricultural experiment stations; 
and finally (4) the so-called Nelson act of March 4, 1907, which 
provided for each state in the Union a sum of five thousand dol- 
lars per annum, increased each year for four years by an addi- 
tional sum of five thousand dollars, and thereafter an annual sum 
of fifty thousand dollars, for the more complete endowment and 
maintenance of agricultural colleges established under the act 
of 1862. 

Under the Nelson act, therefore, in a short time, fifty thou- 
sand dollars a year; and under the Adams act, thirty thousand 
dollars a year, will be added for each state in the Union to the 
proceeds of the Land Grant Act of 1862. Thus ere long the sum 
of eighty thousand dollars per year will be appropriated by the 
federal government to each state in the Union, in addition to the 
proceeds of the original land grant of 1862, for the endowment 
of these institutions which have been created in the different 
states. 

According to the report of the United States Commissioner 
of Education for the year ending June 30, 1909, educational 
institutions — sixty-eight in number — receiving the benefits of the 
acts of congress of July 2, 1862, August 30, ^890, and March 4, 
1907, were in operation in all the states and territories except 
Alaska. 



(9) 



10 

Tlie total value of property held for the benefit of these 
institutions amounts to |113,291,998.00 

This is made up as follows: 

I Endowment funds and unsold lands granted for endowment. . 46,283,779.00 
II Material Equipment — 

Farms and grounds 13,219,199.00 

Buildings 38,290,129.00 

Library 4,129,840.00 

Live Stock 542,248.00 

Apparatus, machinery, and miscellaneous equipment 10,826,803.00 

113,291,998.00 

The total income exclusive of the funds received from the 
United States for agricultural experiment stations (|1, 169,780) 
was 118,595,893. 

The sources of this income with the amount for the year end- 
ing June 30, 1909, are as follows : 

Income from endowment granted by state 98,353-00 

Appropriations for current expenses 3,723,992.00 

Tax levy for current expenses 2,559,995.00 

Appropriations for buildings or other special purposes 3,488,767.00 

Tax levy for buildings or other special purposes 715,171.00 

Total State Aid 10,586,278.00 

From land grant of 1862 763,275 

From other grants 161,791 

From additional endowment, acts of Aug. 30, 1890, and Mar. 

4, 1907 1,750,000 

Total federal aid 2,675,066 

From other endowment funds 783.719 

Tuition fees 1,136,631 

Incidental fees 1,023,336 

From miscellaneous sources 2,390,863 

Total Income 18,595,893 



(10) 



11 

The number of teachers in colleges of agriculture and the 
mechanic arts was as follows : 

Men 4,994 

Women 624 

S,6i8 

The enrollment for the year ending June 30, 1909, was 

Men 54.'444 

Women 18,421 

Total 72,86s 

Total number of volumes in the libraries was 2,397,812 

Total number of pamphlets 555,247 

The total number of acres of land granted to the states under 
the act of 1862 was 10,578,529 of which 1,026,847 acres are still 
unsold. 

The number of students graduated in 1909 was 

Men 4,625 

Women 1,238 

Total S,86i 

The average age of whom was 22 years and 8 montlis. 

An examination of the institutions which have received the 
benefit of the land grant act of 1862 and the various appropria- 
tions since will reveal the following interesting facts : 

1. That a large number of the sixty-eight institutions receiv- 
ing these funds, owe their existence directly to the land grant act, 
having been created upon the basis of this federal appropriation. 

2. That in some cases the proceeds were given to existing 
institutions which had been already established by the states 
for the purpose of promoting the advance of agriculture and the 
mechanic arts. This was notably the case in Michigan, in which 
an agricultural college had been established in 1857. 

3. That in other cases the proceeds were given to institutions 
already in existence, on condition that they should provide for 
the instruction in the new subjects. Some of these institutions 

(II) 



12 

were stale institutions, some were private. Thus in Massachusetts 
the money was given partly to the Massachusetts Institute of 
Technology and partly to an institution created for the purpose 
of affording agricultural education at Amherst. In Connecticut 
the money was given in the first instance to Yale College, but was 
subsequently given to a special institution organized to take the 
benefits of this act. In some states the money was given to the 
state universities which had been already created by x>revious 
acts, notably in Minnesota and Wisconsin. In other states insti- 
tutions were organized upon the basis of this act and they have 
grown to be great state universities, extending the scope of their 
instruction to all subjects usually embraced in the scheme of 
American state university instruction. This was the case in 
Illinois, and the University of Illinois has become the largest and 
richest and most comprehensive institution of those which owe 
their origin to this act of 1862. 

Another interesting fact which is revealed by the study of 
the statistics regarding the land grant institutions is that this 
gift on the part of the federal government has stimulated 
enormously similar gifts on the part of the states, so that the 
state appropriations for current expenses ( $2,559,995.00) and for 
buildings or other special purposes (|3,488,767) for the year 1909 
amounted to more than eight times the value of the income from 
the proceeds of the original land grant of 1862 (|763,275.00) . If 
we compare the total income of all these institutions from all 
sources with the income direct and indirect from federal sources^ 
the disproportion is still more striking. The federal grant for 
this purpose has clearly proved a great stimulus to the individual 
states and to private citizens in the work of giving toward the 
support of these institutions. 

From present indications it would appear that the appropria- 
tions thus far made by the federal government are only the begin- 
ning of what will ultimately be made by the same branch of the 
government for the support of higher education throughout the 
territory subject to the jurisdiction of the United States. It is all 
an indication of how steadily the consciousness of the people 
has grown to the acceptance of the view that education is not 

(12) 



13 

merely a local, nor merely a state, but that it is also a national 
matter ; that its importance is fundamental and that the problems 
of education in this country will never be settled until the nation 
recognizes that education is a national function, as much as war, 
or the protection and furtherance of commerce, or the establish- 
ment of justice. 

It is not too much to claim, then, that the federal land grant 
of 1862 marks the beginning of one of the most comprehensi\'e, 
far-reaching, and one might almost say, grandiose, schemes for 
the endow ment of higher education ever adopted by any civilized 
nation. 

With the growth of these federal and state appropriations 
for the support of this great chain of institutions extending from 
Maine through California to Hawaii, and from the state of Wash- 
ington through Florida to Porto Eico, and with the increasing 
size and importance of these institutions, it is natural that people 
should become interested in the history of this great movement, 
which has resulted almost over night in this great creation. The 
great German thinker Lessing says in one place that "That which 
you do not see growing, you may find after a time grown," and 
so this great undertaking for the purpose of promoting higher 
education has gone on from increase to increase, unconsciously 
in large part, without attracting general attention, without the 
knowledge of the average voter whose interests were certainly 
deeply concerned in this development. 

We may well, therefore, look about and ask the question, who 
was responsible, primarily, for the inauguration of this great 
plan? Who were the leaders in the movement which has resulted 
in these marvelous results? 

The first act, that of July 2, 1862, is commonly known as the 
Morrill Bill, among other reasons because Mr. Morrill, first repre- 
sentative and then senator from Vermont, was among the men of 
his time in Congress the one who interested himself most actively 
perhaps in the promotion of this bill during the years '57 to '62, 
though the law which was finally passed and signed by 
President Lincoln was introduced into the senate by Senator 
Wade of Ohio, and urged on from stage to stage by the combined 

(13) 



14 

influence of Mr. Morrill, Mr. Wade, and other people interested in 
this great enterprise. 

The bill first passed congress in 1859, was vetoed by Presi- 
dent Buchanan, was passed again by a subsequent congress and 
signed by President Lincoln, July 2, 1862. 

It is not of course eas}^ to determine what particular person 
deserves the credit for the ultimate victory of a great cause in 
which many people were enlisted. In fact it is probably untrue 
that any one man ever succeeded in carrying through, himself, 
unaided, am^ great enterprise or undertaking; and particularly 
when a movement stretches over a whole centurj^ in its develop- 
ment one must be prepared to find many men in many different 
places, under many different circumstances, contributing their 
mite to the final result. This is certainly true of this great move- 
ment for federal endowment of higher education in the form of 
the creation of colleges for agriculture and the mechanic arts. 

The legislature of Illinois, however, deserves the credit of 
being the first legislature to petition the congress of the United 
States io make a grant of federal lands to each state in the union 
for the purpose of developing in each state, institutions ''for the 
more liberal and practical education of our industrial classes 
and their teachers." Other legislatures asked congress for appro- 
priations of land to establish institutions in the respective states 
api)lyiug for the appropriation. Thus the legislature of Michigan 
petitioned congress on April 2, 1850, for a donation of 350,000 
acres of public lands for the establishment of an agricultural 
college in the state of Michigan. Other states recommended or 
petitioned congress to appropriate money from the treasury for 
the establishment of an agricultural bureau and for the estab- 
lishment of a national institution similar to West Point and 
Annapolis for the teaching of agriculture. Massachusetts asked 
on April 20, 1852, for a grant of public lands in aid of a "national 
normal, agricultural college, which should be to the rural sciences 
what West Point Academy is to the military, for the purpose of 
educating teachers and professors for service in all the states of 
the republic." 



(14) 



15 

The state senate of New York passed a resolution March 30, 
1852, which was endorsed by the House of Representatives on 
April 17th of the same year, asking congress "to make grants of 
laud to all the states for the purpose of education and for other 
useful public purposes.'' This indicated, of course, a mere desire 
to get for New York state its share of public lands and not any 
live interest in education in agriculture or the mechanic arts. 

But there Avould have been little possibility, as one looks at 
it now, of ever getting the federal congress to appropriate at the 
outset, cash from the federal treasury for the endowment of state 
institutions. There was indeed considerable difficulty in getting 
congress to appropriate public lands within the individual states 
for the establishment of industrial institutions within these states, 
though this had been already done in some instances. Beginning 
in 1787, when that famous Ordinance declared that, "Religion, 
morality, and knowledge being necessary to good government and 
the hapxiiness of mankind, schools and the means of education 
shall forever be encouraged" the states that were carved from the 
Northwest Territory set aside two or more townships of govern- 
ment land for the support of higher education. Other states 
formed west of the Mississippi followed their example. This, 
however, did not apply to the older states. In 1819, the senate 
passed a bill donating land to the state of Connecticut for a 
seminary of learning for the deaf and dumb. In 1827, congress 
donated lands to Kentucky for a seminary of learning for the deaf 
and dumb. In 1838 a township of land in Florida was granted 
to Dr. Henry Perrine to "promote the cultivation of tropical 
plants." In 1841, there was donated to each of the new states 
500,000 acres of land. In 1846, congress donated to the state of 
Tennessee a million three hundred thousand (1,300,000) acres 
on the condition that the state would endow and establish a college 
at an expense of not less than forty thousand dollars. 

The onh^ probability, perhaps one might say the only possi- 
bility, of ever securing federal support for these higher institu- 
tions of learning within the states, lay first in a federal land 
grant as distinct from a federal appropriation in cash. Second, 
in a federal land grant to each state in the union, old as well as 

(IS) 



16 

new, as distinct from an appropriation of lands to the newer states 
within which public lands were still unsold. Third, a federal land 
grant to each state in the union for the i)romotion of education 
along ''practical" lines as distinguished from other forms of edu- 
cation. This particular, definite proposition, therefore, of a 
federal land grant to each state in the union for the purpose of 
establishing a college of agriculture and the mechanic arts in each 
state was, as it seems now, in all probability, the only feasible 
proposition likely to accomplish the end in view. And this propo- 
sition was first recommended to congress by the legislature of 
Illinois, in resolutions approved February 8, 1853.^ 
These resolutions read as follows : 

"Whereas^ the spirit and progress of this age and country demand the 
culture of the highest order of intellectual attainment in theoretic and industrial 
science ; and 

Whereas^ it is impossible that our commerce and prosperity will continue to 
increase without calling into requisition all the elements of internal thrift arising 
from the labors of the farmer, the. mechanic, and the manufacturer, by every fos- 
tering effort within the reach of the government ; and 

Whereas, a system of Industrial Universities, liberally endowed in each state 
of the union, co-operative with each other, and with the Smithsonian Institute 
at Washington, would develop a more liberal and practical education among the 
people, tend to more intellectualize the rising generation and eminently conduce 
to the virtue, intelligence and true glory of our common country; therefore be it 

Resolved, by the House of Representatives, the Senate concurring herein. 
That our Senators in Congress be instructed, and our Representatives be requested, 
to use their best exertions to procure the passage of a law of Congress donating 
to each state in the Union an amount of public lands not less in value than five 
hundred thousand dollars, for the liberal endowment of a system of Industrial 
Universities, one in each state in the Union, to co-operate with each other, and 
with the Smithsonian Institute at Washington, for the more liberal and practical 
education of our industrial classes and their teachers ; a liberal and varied 
education, adapted to the manifold wants of a practical and enterprising people, 
and a provision for such educational facilities being in manifest concurrence with 
the intimations of the popular will, it urgently demands the united efforts of our 
strength. 

Resoh'cd, That the Governor is hereby authorized to forward a copy of the 
foregoing resolutions to our Senators and Representatives in Congress, and to the 

'Cp. Appendix C, page 95. 



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17 

Executive and Legislature of each of our sister States, inviting them to co-operate 
with us in this meritorious enterprise. 
(Sigs.) 

John Reynolds, 
Speaker of the House of Representatives. 

G. KOERNER, 

speaker of the Senate. 
Approved, February 8, 1853. 

J. A. Matteson. 
A true copy : Attest, 
Alexander Starne, 

Secretary of State. 

These resolutions, it is believed, were sent in accordance with 
the suggestion of the last clause of the same to the governor and 
legislature of every state in the union. They were sent to the 
federal congress and were presented in the Senate by the junior 
senator from Illinois, Hon. Jas. Shields, on March 20, 1854, and 
referred to the committee on public lands. ( See p. 686, Congres- 
sional Globe. 1st. Sess. of 33d Congress) . 

They were presented on the same day in the House of iRep- 
resentatives by Elihu B. Washburn and ordered on motion of Mr. 
Washburn to lie on the table and be printed, (cp. p. 678 of the 
same volume of the Globe). 

They were sent to all the leading newspapers in the United 
States and they attracted marked attention at the time, not only 
in the agricultural newspapers but in the current daily news- 
paper press of the day. 

Thus the New York Tribune, the most widely circulated 
paper of the time throughout the nation as a whole, in an editorial 
written probably by Horace Greeley liimself in the issue of Febru- 
ary 26, 1853, speaks thus of these Illinois resolutions. 

"It may now be ten years since a few poor and inconsiderate 
persons began to 'agitate' in favor of a more practical system of 
thorough education, whereby youth without distinction of sex 
should be trained for eminent usefulness in all the departments 
of industry. They demanded seminaries in which agriculture, the 
mechanic arts, the management of machinery, &c., should be thor- 
oughly taught, based upon a knowledge of chemistry, geology, 
botany, hydraulics, &c., with a corresponding proficiency in all 

(17) 



18 

that pertains to housewifery, and household manufactures for 
female pupils. These demands made very little immediate impres- 
sion on the public mind. They were backed by no great names, 
and no imposing array of colonels, generals and honorables was 
ever presented in the reports of the agitators' meetings. In fact, 
these meetings, proffering no chances for making personal or 
party capital, and holding out no prospects of snug berths for 
cousins and younger brothers, have always been but thinly 
attended. The only class feeling a deep interest in them was 
that one which could least afford the time and expense involved 
in attendance on distant conventions. And the great majority 
of the journals have not, to this day, evinced a consciousness that 
any sucli movement had an existence." 

"Still, the idea has slowly gained ground wherever a few 
faithful advocates were found to cherish it, and several small 
conventions of its friends have been held in this state, looking to 
the foundation of a 'People's College' and the project has elicited 
the marked approval of Gov. Hunt and Gov. Se^anour. Two state 
conventions have in like manner been held in Illinois — the last 
i5ome few weeks ago — and one result of these is the passage by the 
legislature of the state of the following joint resolutions:" 

( Here follow the resolutions as printed above ) . 

"Here is the principle contended for by the friends of prac- 
tical education abundantly affirmed, with a plan for its immediate 
realization. And it is worthy of note that one of the most exten- 
sive of the Public Land (or new) states proposes a magnificent 
donation of Public Lands to each of the states, old as well as new, 
in furtherance of this idea. Whether that precise form of aid to 
the project is most judicious and likely to be effective, we will not 
here consider. Suffice it that the legislature of Illinois has taken 
a noble step forward, in a most liberal and patriotic spirit, for 
which its members will be heartily thanked by thousands through- 
out the union. We feel that this step has materially hastened the 
coming of Scientific and Practical Education for all who desire 
and are willing to work for it. It cannot come too soon." 

The same editorial was printed in the semi-weekly Tribune of 
March 1, 1853. 

(i8) 



19 

These resolutions attracted the attention of other news- 

papers.- 

Wherever these resolutions were discussed, in the press of 
the day, the credit for initiating this particular movement which 
inside of ten years was destined to be crowned with success, was 
given to the Illinois legislature. 

The Governor of the state, at the time these resolutions were 
passed, was Joel A. Matteson. Governor French, the immediate 
predecessor of Matteson, had interested himself in the progress 
of the movement for agricultural and mechanical education which 
had been going on for more than fifty years in the United States 
and took an active part in securing the passage of these reso- 
lutions. 

This movement had assumed a peculiar form in the state of 
Illinois immediately prior to the adoption of these resolutions, 
growing out of a dispute as to the disposition of certain state 
funds. The result was the final formulation of a policy suggested 
in these resolutions and the organization of a so-called Industrial 
League to present the idea and urge it upon the attention of the 
nation. 

From an early period in its history, Illinois had had what 
was known as the college and seminary fund — the first was the 
proceeds from the sale of the state's public lands, the second was 
the accumulation from the grant of two townships in accordance 
with the enabling act of 1818— both being the direct result of the 
spirit of the Ordinance of 1787. This fund had increased in 
Illinois until it represented a respectable sum, say .|150,000.00 in 
money and about seventy-two sections of land, probably worth as 
much more, and by 1850 public attention was being strongly 
attracted to the probable disposition of this fund. Propositions 
to apply this fund to its original and proper purposes, i. e. the 
establishment by the state of a "State University or High Semi- 
nary of Learning" had been repeatedly made but had failed of 
adoption.^ Some of the friends of the private colleges in the 

"Cp. Appendix C of this paper, p. 96. 

'See letter from George Forquer in Sangamo Journal, July 12, 1832. Printed 
as Appendix B to this paper. 

(19) 



20 

state, of which many had been founded in the twenty years pre- 
ceding 1850, thought that this sum ought to be divided among the 
existing private colleges, as they had borne the brunt of the conflict 
and the toil and heat of the day during the struggle for the estab- 
lishment of higher education in the state of Illinois. There was a 
strong sentiment in the state against any such use of those funds. 
For the purpose of heading off such a movement and of securing 
the application of these funds to the establishment of a state 
institution which should develop the education of the farmer and 
the mechanic in the same way as private institutions thus far 
established were promoting the education of the clergyman and 
the lawyer and the doctor, the farmers of the state by public 
notice at county fairs, and in the press were called to meet in 
convention in the village of Granville, Putnam County, on Tues- 
day, November 18, 1851. The attendance at this convention was 
large, and came from nearly all parts of the state, though the 
majority of the members probably came from the northern por- 
tion. The object of the Granville convention, as stated by one of 
the speakers, w^as to take into consideration such measures as 
might be deemed most expedient to further the interests of the 
agricultural community, and particularly to take steps toward 
the establishment of an agricultural university. The leading 
spirit of the meeting was evidently Professor Turner of Jackson- 
ville, Illinois.* Turner was elected vice-president of the Gran- 
ville meeting, and appointed chairman of the committee on resolu- 
tions. He had prepared a plan for an industrial university which 
was approved by the meeting, and among other resolutions the con- 
vention adopted the following: 

''Resolved, That we take immediate steps for the establishment of a miiver- 
sity in the state of IlHnois expressly to meet those felt wants of each and all the 
industrial classes of our state." 

Copies of these resolutions were sent to all the papers and 
state officers. 

Turner, Jonathan Baldwin, educator, lecturer, farmer ; b. Templeton, 
Mass., 1805; studied at Salem Academy and Yale College; Professor in Illinois 
College, Jacksonville, III, from 1833 to 1848; died January 10, 1898. 



(20) 



21 

Turner's plan calls first for a National Institute of Science 
for the promotion of the practical education of the industrial 
classes, which, in his view, at that time had already been met by 
the Smithsonian Institute recently founded in Washington. The 
plan also calls for a university for the industrial classes in each 
state in the union, which idea was still to be realized. 

This plan of Turner's for an industrial university was printed 
and distributed widely throughout the country. It was reprinted 
in part or in whole by many newspapers. It was reproduced in 
the Eeport of the Illinois State Board of Agriculture for the year 
1851 and in the United States Patent Office Report for the same 
year. It was printed again and again in the reports of various 
farmers' conventions and noticed with approval in the New York 
Tribune of September 4, 1852, which printed large portions of it. 
It was also approved in the New York Horticulturist, published 
at Rochester, New l^ork, July 1852, edited by Downey, one of the 
most influential agricultural teachers in the country. It was 
called to the attention of the National Agricultural Association 
which met in Washington, D. C, in June, 1852, by Richard 
Yates, representative from Illinois.^ It is stated in one of the 
pamphlets published in 1853 by the Industrial League that the 
Philadelphia North American gave editorial approval to Turner's 
plan in an article entitled, Education and Agriculture.*^ In the 
Southern Cultivator, published at Augusta, Georgia, Dr. Lee 
gave a review of Turner's proposition. Turner's plan was printed 
in full in the Prairie Farmer, Vol. 12, 1852, p. 68-74, which also 
contained an editorial on the general subject. The plan was re- 
produced in the Buffalo Patriot for 1852, without giving credit, 
however, for its authorship. 

The proceedings of the convention of November 18, 1851, 
held at Granville, were printed in the January number of the 
Prairie Farmer, for 1852, p. 2, and following. The Granville 
Convention authorized a committee to call another convention 
in Springfield during the next session of the legislature. This 
convention was held in the state capitol, Springfield, Illinois, 

■''Cp. Eugene Davenport's History of Collegiate Education in Agriculture, p. lo. 
*Cp. Reprint of pamphlet. Appendix C of this paper, p. 102. 

(21) 



22 

June 8, 1852. As this was a mass meeting called by general 
notice, the advocates and representatives of s6me otthe existing 
private colleges appeared at the meeting and presented their 
views upon the subject of the application of the seminar^' /fund.' 
It is stated in the report of the proceedings thq^t^a controvers,y 
arose between the members of the industrial convention and the 
advocates and representatives of some few of the old classical and 
theological colleges, who were admitted by courtesy to participate 
in the debates of the convention, which consumed most of the 
time of the convention. 

The somewhat acrimonious discussion which took place in 
this convention, according to the newspaper comment of the day, 
seemed rather to sidetrack the movement for securing unanimous 
state support for Turner's idea of a state university. But after 
all, vigorous resolutions were passed urging that the college and 
seminary fund of the state be applied not to strengthen private 
institutions, but to build up a state institution for the benefit of 
the industrial classes. The report of the Granville convention 
of farmers had been noticed in the annual message of Augustus 
C. French, the governor of the state, as something worthy of the 
consideration of the legislature. The resolutions presented at 
this second convention, June 8, 1852, in the form of a menu)rial 
to the legislature, contained among other things the following 
interesting paragraph : 

"We desire that some beginning should be made as soon as 
our statesmen may deem prudent so to do, to realize the high and 
noble ends for the people of the state proposed in each and all of 
the documents above alluded to, and if possible on a sufficiently 
extensive scale to honorably justify a successful appeal to congress 
in conjunction with eminent citizens and statesmen in other states 
who have expressed their readiness to co-operate with us for <ni 
appropr'tatioii of puhlic lands for each state in the union for the 
appropriate endoivment of universities for the liberal edneatiou 
of the industrial classes in their several /)/;r.s'?iifs in each state in 
the union." 

So far as the writer knows this is the first definite formula- 
tion of the plan which was subsequently realized in the land grant 

(22) 



23 

act of July 2, 1862, made by any public body or by individual 
citizens. It was accompanied by a brief argument attempting to 
show that the state might properly and successfully conduct 
educational institutions. 

This second convention, held at Springfield, authorized the 
calling of a third state convention to meet in Chicago, Wednes- 
day, November 24, 1852. "Friends of practical industrial educa- 
tion" were asked to meet. The call was i^rinted in various Illi- 
nois newspapers and a call signed by John Kennicott, president 
of the Springfield convention, was published in the October issue 
of the Prairie Farmer for 1852, p. 455. This convention attracted 
considerable attention in the state at large, and especially in the 
northern portion of the state, and an announcement of the meet- 
ing and some report of its proceedings are contained in the daily 
newspapers of the time. 

At this convention much important business was transacted 
and many things were discussed by representatives from different 
portions of the state. Among other things it was decided to 
organize "The Industrial League of the State of Illinois," which 
was empowered to raise a fund to be applied to forwarding the 
objects of the convention. 

One of these objects was to memorialize congress for the 
purpose of obtaining '^a grant of public land to establish and en- 
dow industrial institutions in each and every state in the union." 

The plan for an industrial university submitted by Professor 
Turner to the Granville convention was taken up again and 
discussed section by section and the general principles of the plan 
were approved. It was resolved to memorialize the legislature 
for the application of the college and seminary funds to the pur- 
pose of industrial education. Professor Turner was appointed 
chairman of a committee to prepare an address to the people of 
the state on the subject of industrial education and the establish- 
ment of an industrial institution. It was also decided to hold a 
fourth convention in the city of Springfield during the session of 
the legislature. 

The fourth convention of the farmers of the state of Illinois 
and other friends of practical and industrial education met in 

(23) 



24 

Spriugtield ou tlie fourth of January, 1853. It is stated that the 
greatest harmony and good feeling prevailed among all the mem- 
bers and delegates, and the representative and executive officers 
of the people in the legislature, many of whom, from all parts of 
the state, took the deepest interest in the subject and "made noble 
and eloquent speeches at their evening session in the senate 
chamber in its behalf." 

A final plan for the establishment of the Industrial League 
was submitted and approved, and a charter was obtained from the 
state on I ebruary 10, 1853. At this convention it was stated that 
the plan proposed in the Springfield convention, held June 8, 
1852, endorsed by the Chicago convention, held November 24, 
1852, to memorialize congress "for the purpose of ohtainiiig a 
grant of puhlic lands to estahlish and endow industrial institu- 
tions in tach and crenj state in the union '' had been carried out 
and that a petition had been sent to congress to that effect, by 
a committee of which Governor French was chairman, in accord- 
ance with the request of the Chicago convention. 

The fourth convention held in Springfield on the fourth of 
January, 1853, adopted a series of resolutions containing an 
argument on their behalf, of which one reads as follows : 

"We would therefore respectfully petition the honorable 
senate and house of representatives of the state of Illinois that 
they present a united memorial to the congress now assembled at 
Washington to appropriate to each state in the union an amount 
of public lands not less in value than five hundred thousand 
dollars (|500,000) for the liberal endowment of a system of 
industrial universities, one in each state in the union, to co-operate 
with each other and with the Smithsonian Institute at Washing- 
ton for the more liberal and practical education of our industrial 
classes and their teachers, in their various pursuits, developing 
to the fullest and most perfect extent the resources of our soils 
and our arts, the virtue and intelligence of our people, and the 
true glory of our common country." 

It will be recognized that this language was practically 
incorporated in the resolutions adoi)ted by the Illinois legislature, 
printed above. 

(24) 



25 

It will be seen that the final formulation of this whole move- 
ment in a definite proposition to memorialize and urge congress 
to make a grant of public lands to each state in the union for the 
purpose of organizing an industrial university in each state in 
the union, was the direct and immediate outcome of this farmers' 
movement in the state of Illinois. Once started it was pushed 
forward with energy and vigor, so that, beginning with the 
farmers' convention in Granville on November 18, 1851, there 
were held within the next year and a half four conventions, to 
which the farmers and all other people interested in practical and 
industrial education were invited. Two of these were held in 
Springfield and one in Chicago, and the result was this positive 
action on the part of the Illinois legislature and the committing 
of a great state to this policy. 

There seems, then, to be little doubt that Illinois was the 
first state to commit itself formally through the action of the 
legislature to the advocacy of this measure,"^ and that the farmers 
of Illinois, under the leadership of Jonathan B. Turner of Jack- 
sonville, were the first to formulate this plan at Springfield, June 
8, 1852, in the definite shape in which in all essential particulars 
it was finally accepted a decade later and found legal expression 
in the land grant act of July 2, 1862. 

The farmers were not content with merely holding these con- 
ventions. They filled the agricultural press and the daily and 
weekly newspapers with accounts of their desires and as far as 
they could with discussions of the definite proposition. They sent 
copies of the reports of these conventions to the newspapers, 
not onlj^ in Illinois, but throughout the country, and succeeded 
in winning for their project widespread attention throughout 
all sections of the United States. 

The Industrial League for the organization of which provis- 
ion was made, as noted above, at the Chicago Convention, and 
which received a definite Charter from the state of Illinois Febru- 
ary 10, 1853, was organized for the express purpose of making- 
propaganda for the whole idea of industrial and practical educa- 

'Other states followed later. 

(25) 



26 

tion in (lie first place, and in the second place for the definite plan 
of establishing in each state in the union an industrial university 
based upon a federal land grant to each state in the union. 

The Industrial League, immediately after the granting of 
its charter in 1853, issued at Jacksonville, Illinois, a pamphlet 
containing the proceedings of the Farmers' Conventions at Gran- 
ville, Springfield and Chicago.^ It was edited by Jonathan B. 
Turner, chairman of the committee, who had also been elected 
principal director of the Industrial League. 

This pamphlet contains also some quotations from the news- 
paper press of the country, commenting upon the plan of the 
Granville convention ; also Professor Turner's plan for an indus- 
trial university. The statement is here made among the purposes^ 
of the League that it should circulate and present to the legisla- 
ture and to congress petitions urging the adoption of this plan for 
a university and the liberal endowment thereof by public lands 
and by state funds in each state in the union. 

This purpose Professor Turner pushed as far as he had the 
time and strength and funds for the next ten years. 

It is reasonable to suppose that he had reached by letter or 
by pamphlet every person of any prominence who he thought 
might be interested in this undertaking, and the references in the 
current literature of the time show that beyond a doubt he had 
succeeded in giving unusually wide publicity to the plan. He 
even succeeded in determining the very language of the bill which 
was finally introduced into congress on December 14, 1857, and 
after being passed by congress and vetoed by President Buchanan, 
was again passed by congress and approved by Abraham Lincoln, 
on July 2, 1862. 

It can hardly be a mere coincidence that the language of the 
act of 1862, "to promote the liberal and practical educa- 
tion of the industrial classes in the several pursuits and 
professions in life," sliould tally so closely with the language used 
in the various documents put forth by Professor Turner, notably: 
the resolutions of the fourth convention at Springfield, "for the 

^Reprinted as Appendix C to this paper, see p. 45. 

(26) 



more liberal and practical education of our industrial classes and 
their teachers in their various pursuits ;" the language of the reso- 
olution adopted by the second convention held at Springfield June 
S, 1852, "for the liberal education of the industrial classes in their 
several pursuits in each state in the union/' or the language of the 
petition to congress printed in the pamphlet above referred to 
as a model for every agricultural society and every mechanics' 
institute and every state and every neighborhood to adopt and 
forward to congress, where it speaks of "an industrial university 
for the liberal education of the industrial classes, in their several 
pursuits and professions in life," this last being almost exactly 
the language of the act as finally adopted. 

There is evidence that great effort was put forth to interest 
agricultural societies, state legislatures and public bodies of 
various kinds, and individuals of all classes in this project. 

There is also evidence that Justin S. Morrill was selected by 
Turner and other friends of the measure to introduce the bill 
because he was from an older state which had not thus far bene- 
fitted by the land grant of the Federal Government. '^ And that in 
this way he for the first time became connected with this bill. 

When Hon. Justin S. Morrill entered congress on the first 
Monday in December, 1855, the project of a federal land grant 
for each state in the union for the purpose of endowing institu- 
tions for the liberal and practical education of the industrial 
classes, as will be seen from the above statements, had been urged 
upon the attention of congress and upon every other legislature 
in the union nearly three years before by the legislature of Illi- 
nois. It had been definitely urged upon congress in a private 
memorial and upon the attention of the country in resolutions of 
publicly called conventions for over three years. It had been 
discussed and commented upon in ^he press of the country, 
among others in such widely spread papers as the New York 
Tribune, nearly three years before. The three and four years had 
grown to five and seven before Mr. Morrill actually introduced 



^Cp. Eugene Davenport's Historj' of Collegiate Education in Agriculture, p. 
See p. 35 of this monograph. 



(27) 



28 

into the lower house ou December 14, 1857, the first bill for such 
a grant of lands. 

Mr. Morrill in a memorandum found among his i^apers states 
that he had formed the idea of obtaining a land grant for the 
foundation of colleges as earl3^ as 1856. 

Professor Wm. H. Brewer of the Sheffield Scientific School 
of Yale University in speaking of the origin of the Land Grant 
of 1862, says, "I have no doubt whatever that it originated with 
]Mr. Morrill in 1857 with his first bill of that year, which was 
passed but was vetoed by President Buchanan." He continues, 
"I heard Mr. Morrill say, soon after the bill of 1862 was passed, 
that he was impelled to introduce this bill by two considera- 
tions, — first, the loud demand for more scientific instruction in 
the colleges; which the colleges would not give on the ground 
that they could not afford to; for of the 300 colleges then exist- 
ing in the United States there was a scant dozen that gave any 
more than elementary chemistry; while the arts and industries 
demanded more. 

"Then, again, he said he saw^ so much of the abundant public 
lands of the United States being rapidly given away to railroads, 
etc., that lie thought it very desirable that a portion of the pro- 
ceeds from such lands be directed in some way to the good of the 
whole people. It was then practically largely being given to local 
corporations, railroads, etc., in a sense private. He felt that a 
need in tlie country everywhere, was scientific instruction in the 
colleges and instruction in the arts and industries, or sciences to 
be applied in those industries, and that the best way to utilize for 
the whole country some of this land, then so rapidly passing away, 
was to devote some of it to the cause of higher education in 
science.-' 

The above record shows that Professor Brewer was mistaken. 

Information somewhat more definite is given by a memor- 
andum by Senator Morrill himself which his son, James S. Morrill, 
has kindly made available. This memorandum is as follows: 

"I remember," he says, "to have broached the subject to Hon. 
Wm. Hubard, the former member of congress from the 2d dis- 
trict, Vermont, and he observed that such a measure would all 
be very well, but that I could not expect it to pass." 

(28) 



29 

"Where I obtained the first hint of such a measure I am 
wholly unable to sa^^^^ Such institutions had alread}'- been es- 
tablished in other countries and were supported by their govern- 
ments, but they were confined exclusively to agriculture, and this 
for our people with all their industrial aptitudes and ingenious 
inventions appeared to me unnecessarih^ limited. If the i^urpose 
was not suggested by the well-known facts of the existence of 
Agricultural Schools in Europe, it was supported by this fact 
and especially by constant reflections upon the following- 
points, viz. : 

"First, that the public lands of most value were being rapidly 
dissipated by donations to merely local and private objects, where 
one state alone might be benefited at the expense of the property 
of the Union. 

"Second, that the very cheapness of our j)ublic lands, and the 
facility of purchase and transfer, tended to a system of bad 
farming, strip and waste of soil, by encouraging short occupancy 
and a speedy search for new homes, entailing upon the first and 
older settlements a rapid deterioration of the soil, which would 
not be likely to be arrested except by more thorough and scientific 
knowledge of agriculture, arid by a higher education of those who 
were devoted to its pursuit. 

"Third, being myself the son of a hard-handed blacksmith, 
the most truly honest man I ever knew, who felt his own depriva- 
tion of schools, I could not overlook mechanics in any measure 
intended to aid the industrial classes in the procurement of an 
education that might exalt their usefulness. 

"Fourth, that most of the existing collegiate institutions and 
their feeders, were based upon the classic plan of teaching those 
only destined to pursue the so-called learned professions, leaving 
farmers and mechanics and all those who must win their bread 
by labor to the hap-hazard of being self-taught or not scientific- 
ally taught at all, and restricting the number of those who might 
be supposed to be qualified to fill places of high consideration in 

"The above account shows clearly enough where Mr. Morrill got not only the 
first hint but the entire plan carefully and fully elaborated. 

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30 

private or public employments to the limited number of tlie gradu- 
ates of literary institutions. The thoroughly educated, being 
most sure to educate their sons, appeared to be perpetuating a 
monopoly of education inconsistent with the welfare and complete 
prosperity of American institutions. 

"Fifth, that it was apparent, while some localities were pos- 
sessed of abundant instrumentalities for education, both common 
and higher, many of the states were deficient and likely so to re- 
main unless aided by the common fund of the proceeds of the 
public lauds, which were held for this purpose more than any 
other." 

These are excellent ideas and exceedingly well stated but 
Mr. Morrill evidently forgot that he owed the whole idea of 
establishing such a series of institutions for the liberal and prac- 
tical education of the industrial classes in each state in the union, 
upon the basis of a federal land grant, to the foresight, energy 
and persistence of the Illinois farmers and their spokesman. Pro- 
fessor Jonathan B. Turner, working through the legislature of 
Illinois and through the congress of the United States, through 
tlie press of the country, and through the agricultural and other 
associations. 

The plan for an industrial university presented by Jonathan 
B. Ttirner is so well thought out and so ably presented that it is 
worth wiiile reading even at this late day, in spite of what thought- 
ful educated men may regard as a narrow and extreme view of 
education in general, though it is probably true that Professor 
Turner went to extremes because of the difficulty of gaining the 
public ear in any other way. The address may be not inaptly 
looked upon as a prophecy which has not yet been fulfilled, al- 
though tilings are working in that direction. ^^ 

That Mr. Morrill obtained his ideas of a Federal Land Grant 
to each state in the Union from other parties and not from himself 
is further proven by the fact that the bill he first introduced into 
congress relating to agricultural education was based on an 
entirely different principle, 

"See Appendix C to this paper containing a reprint of the first pamphlet 
issued by the Illinois Industrial League. 

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31 

On February 28, 1856, three months after he entered con- 
gress for the first time, Mr. Morrill introduced a resolution that 
"the committee on agriculture be requested to enquire into the 
expediency of establishing one or more national agricultural 
schools upon the basis of the naval and military schools, in order 
that one scholar from each congressional district and two from 
each state at large may receive a scientific and practical educa- 
tion at the public expense." The resolution was objected to and 
not received, (p. 530 Congressional Globe, 1st. Sess., 34th Con- 
gress). 

Nothing more was heard from Mr. Morrill on this subject 
during that session. In the meantime petitions for a land grant 
to each state in the Union for this purpose kept coming in.^^ 

Finally on December 14, 1857, more than two years after he 
entered congress for the first time (December 4, 1855), and more 
than three years after the Illinois resolutions had been presented 
to the Senate and the House and more than four years after they 

^"The following petition presented to congress in March, 1858, shows the 
manner in which the farmers of Illinois continued to push this matter upon the 
attention of congress and the country through many years. 
State of Illinois^ 
Hancock County, 
Feb. 25, 1858. 

We the undersigned citizens of the State of Illinois would respectfully peti- 
tion your honorable body for a grant of Congress lands to each State in the Union, 
to endow an industrial University for the liberal and practical education of the 
industrial classes in their several pursuits and professions in life. Said grant be 
not less in value than five hundred thousand dollars for each State, and to be held 
in trust for the above uses, accompanied by such conditions and restrictions in 
terms of the grant, as shall in the wisdom of Congress, be needful in order to 
secure this trust forever to the uses aforesaid, and to prevent as far as practicable 
in all coming time the possibility of such trusts being diverted from their proper 
object, or made subservient to any social, partisan, or sectarian end, inconsistent 
with the appropriate use of such trust. 

I. W. Lincoln W. L. Judson 

J. W. Taylor Thos. Hunter 

G. W. Cole T. B. Wallace 

Oliver Witting John C. Ewing 

I. A. Ewing Robert E. Ewing 

The above are all members of the Flower Farmers Club. Samuel Jacob Wallace, 
Secretary. 

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32 

liad been generally noticed and discussed in the daily and agri- 
cnltural press throughout the country, Mr. Morrill introduced a 
bill for a land grant to each state and territory in the Union for 
the benefit of colleges of agriculture and the mechanic arts. 

In discussing this bill on April 20, 1858, Mr, Morrill himself 
says : ''There has been no measure for years which has received 
so much attention in the various parts of the country as the one 
now under consideration so far as the fact can be proved by 
petitions which have been received here from the various states, 
north and south, from state sessions, from county sessions and 
from memorials." (Congressional Globe, 35th Congress, p 
1692). 

There is further evidence found in a letter by Jonathan B. 
Turner to Hon. John P. Eeynolds of Jacksonville, Illinois, dated 
November 28, 1865, (Printed in Transactions of Illinois State 
Agricultural Society, Vol. V). 

In this he states that after the Illinois Legislature had passed 
the resolutions of 1853 they, i. e. Turner and his associates, de- 
cided to direct their whole force toward moving Congress to 
appropriate the grants, by private correspondence with leading 
and influential men of all parties and in all parts of the union, 
both North and South. They received letters of encouragement 
from all quarters. 

During this interval Mr. Morrill first presented the bill to 
Congress known as the Morrill Bill. Turner and his co-workers 
had already forwarded to him all their documents and papers and 
continued to give him all the aid and encouragement that they 
could. He managed the cause most admirably. 

It is hardly necessary to seek further evidence for the justi- 
fication of the claim that to Jonathan B. Turner, the Illinois 
professor and farmer, belongs the credit of having first formu- 
lated clearly the plan of a national grant of land to each state 
in the union for the promotion of education in agriculture and the 
mechanic arts, and of having inaugurated the agitation tliat made 
possible the passage of the so-called Morrill Act. 

To his memory should be raised a monument in each of the 
68 institutions which have grown out of his effort or whose power 
and usefulness liave been increased by these appropriations! 

(32) 



APPENDIX A 
LETTER FROM SENATOR MORRILL 



35 

APPENDIX A. 

Dr. Eugene Davenport, Dean of the College of Agriculture 
in the University of Illinois, in an address on the history of col- 
legiate education in agriculture, delivered at the 28th annual 
meeting of the Society for the promotion of Agricultural Science, 
1907, gives some interesting data corroborative of the general 
thesis of this paper, namely that Professor Turner deserves the 
credit of being the real father of the Morrill acts. 

He mentions certain letters found among Turner's corre- 
spondence and now in the possession of Turner's daughter, Mrs. 
Mary Turner Carriel, of Jacksonville, Illinois. One was written 
by Eichard Yates, member of the federal house of representatives 
from Illinois, dated June, 1852, in which he acknowledges the 
receipt of Turner's plan and states that he had presented it to the 
National Agricultural Association, then in session in the city of 
Washington. This and its publication in the Patent Oface Re- 
port, of course, gave Turner's plan wide publicity immediately 
among all the people especially interested in the progress of 
agricultural education. Another and still more significant letter 
is from Lyman Trumbull, senator from Illinois, dated October, 
1857, evidently written in answer to a suggestion from Turner 
that Trumbull should introduce the bill. He endorsed Turner's 
plan but advised that it be presented to congress by a member 
from one of the old states, "as congress has given so much toward 
educational interests in the new states that they are in no frame 
of mind to do more, not even for Turner's plan, which embraces 
all the states, new and old." On the 14th of the following De- 
cember Mr. Morrill of Vermont introduced for the first time the 
bill which had been urged by Illinois so persistently for more 
than five years. The above indisputable facts lend strong support 
to the truth of Mrs. Carriel's statement that she had often heard 
her father say that Mr. Morrill had been selected by him and his 
associates to present the bill and that the reason Mr. Morrill had 
been selected to present the bill was because he was much inter- 
ested in agriculture and because he was from an old state. 

All tliis affords ample proof that Mr. Morrill must have 
forgotten the history of the early days when in November, 1894, 

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36 

he stated, "I do not happen now to know Professor Turner, 
though I do remember when my bills were before congress a west- 
ern professor came to see me and heartily espoused the idea. It 
may have been Professor Turner. It is so long since, I have for- 
gotten his name, as I saw a large number of professors, some 
who favored my idea and some who did not." 

A letter from Mr. Morrill in the possession of Mrs. Carriel 
and found among Turner's correspondence, proves beyond a 
doubt tlie more or less intimate acquaintance of Mr. Morrill with 
Turner's work. It reads as follows : 

House of Representatives, 

Washington, D. C. 
December 30, 1861. 
Dear Sir: 

I am delighted to find your fire, by the letter of the 15th inst., 
had not all burned out. I presume I recognize Professor Turner, 
an old pioneer in the cause of agricultural education. 

I have only to say that amid the fire and smoke and embers I 
have faith that I shall get my bill into a law at this session. 
I thank you for your continued interest, and am 

Very sincerely yours, 

Justin S. Morrill. 
J. B. Turner^ Esq., 
Jacksonville, 111. 



(36) 



APPENDIX B 

EXTRACT FROM FORQUER'S LETTER 



39 



APPENDIX B. 

Extract prom a Letter to the Voters of Sangamo County^ 

Dated Springfield^ June 23, 1832, 

By George Forquer. 

From Sangamo Journal^ July 12, 1832. 

"In all governments where the counsels of an enlightened 
patriotism have been heard, and allowed to have more weight 
than the senseless clamor of faction and party strife, the general 
dissemination of knowledge has always been considered an object 
of paramount importance. Eeposing as our free republican insti- 
tutions do, and relying for their durability upon the virtue and 
intellectual energies of our people, nowhere should the statesman 
more sedulously aim at this object, than in our own country. 
Education being the only means by which this end can be fully 
attained, it is our duty therefore, to take every step in our power 
to dispense its benefits to the rising generation. As to what these 
steps should be, there is doubtless great diversity of opinion, and 
which will render it very difficult to introduce any coercive sys- 
tem of common schools. This diversity is the natural result of 
the different opinions which we have brought here with us from 
almost every point of the compass. If any acceptable plan could, 
however, be presented, by which every neighborhood would have 
a school kept in it constantly, it would have my hearty support. 
But I must confess that, until our country becomes more densely 
populated, and less difference of opinion prevails on this subject, 
I doubt the practicability of preparing any coercive system of 
common schools which would be sustained by the people. The 
munificent intention of the government in granting to the inhab- 
itants of every township section sixteen, for the support of schools, 

(39) 



40 

has been very unequally fulfilled, owing to the unequal value of 
those lands. In some townships they have been found to be worth 
some thousands of dollars, whilst in others they are not worth 
the taxes. This has placed some neighborjioods in an enviable 
condition as to schools, and which was surely never intended to 
have been the operation of a liberality meant alike for the benefit 
of all the people; and as other new states have been allowed to 
select elsewhere for the benefit of the townships, other sections 
of land in lieu of the 16th, wherever it has been found not to be 
good, there can be little doubt that a respectful request by the 
legislature, backed by our delegation in Congress, would procure 
for Illinois the same advantages. This once accomplished, every 
township would be supplied with an important aid for the support 
of schools, which well husbanded, and with the spirit of patriot- 
ism, and the discharge of parental duty, will do much, until we 
can do more, to promote the cause of education. 

The time has arrived, however, when it has become our duty 
to apply the means granted to us by the general government, for 
the support of a State University, or Seminary of learning; and 
as those means were derived in virtue of a constitutional compact, 
we have now become adequate to effect the object for which they 
were granted, every member of the Legislature owes it, as well 
to his obligation to support the constitution as to a faithful dis- 
charge of his duty to the present inhabitants of the State, to see 
that the beneficient intention of the government is not disap- 
pointed. I have endeavored to ascertain the exact amount of 
means at the disposal of the next Legislature for this object, but 
have not succeeded in doing so as accurately as I could have 
wished. The following, however, will be found to be not far from 
the amount. According to compact with the United States, 
72 sections of land were granted to this State to be appropriated 
solely for the use of a Seminary of Learning: also three-fifths of 
five per cent upon the amount of public land in the state after 
January 1, 1819, is secured to the State for the encouraging of 
learning; one-sixth of which, it is provided, "shall be exclusively 
bestowed upon a College or University.'' 



(40) 



il 

The amount of funds received from this source up to June 
1, 1831, is 132,237.81 

Amount received from sales of Seminary land in pursuance of the acts 

of the legislature of the I2th and 17th January, 1829, is 20,108.00 

Amount of interest which will be due from the State on this sum in 1833 4,800.00 
Twenty-six thousand and eighty acres of Seminary land yet to be dis- 
posed of, which at $1.25 an acre will bring 32,600.00 

In 1830, the public lands sold in this State amounted to $395,678.34; 

3-Sths of five per cent of which amounts to 11,889.00 

And supposing the sales from the ist June, 1831, to the ist of June, 

1832, to have been equal to the year 1830, we may add 11,889.00 

Continue the same calculation forward to June ist, 1833- 11,889.00 

The whole amount of disposable means on the ist June, 1833, is $112,523.00 

Here, then, we have an increasing fund, already amply suf- 
ficient to found and endow an Institution which would give 
character to the whole state, and be quite equal to our wants for 
many years to come. Its commencement and speedy completion 
cannot, therefore, any longer be delayed, unless we are guilty of 
an abandonment of legislative duty, and of great and manifest 
injustice to the present inhabitants of the state. — A great portion 
of whom have suifered all the trials and tribulations incident to 
pioneer life, and on this account have strong claims to be allowed, 
now whilst they can, to participate in the benefits of the liberality 
of the government. The character which such an Institution 
would give the state abroad — the promotion of the cause of edu- 
cation, and the advancement of the arts and sciences at home — 
paramount considerations as they are, will not be the only advan- 
tages which will result from its early establishment. If eligibly 
located, it would be the means of rapidly converting some one of 
our villages into a populous and wealthy city, thereby adding 
greatly to the value of property, and to the wealth of the country. 
The following calculation will show its value to the county and 
town in which it may be located. 

My plan to provide salaries for the professors and establish 
the Institution, is this : Take |80,000.00 of the fund, and place it 



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42 

at interest at 6 per cent, and it will yield, per annum, |4,800.00. 

Suppose the sales of land after 1st June, 1833, to be 
about ihe same of the year 1830, and the l-6th of 
the 3 per cent fund, would be per annum 1,981.00 



16,781.00 
This sum, with the addition of a moderate price for tickets 
of admission from students, would provide salaries which would 
command professors of the highest order of talents. This would 
leave of the fund $32,523. This sum I would expend next year in 
building and furnishing a suitable edifice for the Seminary to be 
kept in. This edifice might be so planned that it could be added 
to, with the increase of our future wants and means. To sup- 
pose tlijit such an institution would command at least one hundred 
students, is surely not an overestimate. Each of these, at a very 
low estimate for boarding, washing. Hatters, Shoemakers, Tailors 
and Merchants bills, &c., would leave at least |150.00 per annum 
at the place wherever it may be located. 

RECAPITULATION. 

Expend next year in building and furnishing the house $32,522 

One hundred students leaving in the town per annum $150 each 15,000 

The salaries of the several Professors, which would be necessarily ex- 
pended in the place, for the support of their families, could not be 
less than 8,000 

Amount of cash annually expended in the town by the students and 
professors $23,000 

This expenditure would be made for the benefit of all classes. 
It would employ the mechanic, the boarding-house keeper, and 
buy the farmers' produce to keep those it employed. Its various 
and multiplied benefits upon the laboring and industrious class of 
citizens, in both town and countrj^, would soon be seen, in the con- 
stant and profitable employment the one would receive, and the 
ready market the other would find at home for the produce of his 
farm. Let the mechanics of Springfield, and the farmers of the 
county of Sangamo, who know how much the town has improved 
in the last two years, and what a market it has been to the farmer, 

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43 

and how little actual cash has been expended in it to produce the 
result, calculate if they can, what would be the effect upon the 
town and county, of an annual expenditure in the town, of the 
sums I have mentioned. This, however, is the most narrow view 
that can be taken of the advantages which such an institution 
would confer upon our town and county. — The capital and popu- 
lation which it would attract to both, and thereby promote busi- 
ness and improvements of every kind, and increase the general 
value of property, would be a still greater cause of general pros- 
perity to both. — Alluring an object as this institution would be 
to the delegation of every county, yet each knows that all cannot 
have it; and as it must be located somewhere, each member will 
be bound to locate it where it can be so supported, that the great- 
est good may result to the whole state from its establishment. 
The central position and healthy character of Springfield, and the 
fertility of the soil, and numerous population of our county — 
where students can be healthy and living cheap, all point to it as 
the spot for the State Seminary. At all events it is an object of 
so much importance, that the citizens of Sangamo, who are above 
the influence of petty feuds, and are more solicitous about pro- 
moting the public good, than they are about the mere election of 
some particular individuals over some other individuals, will not 
lose sight of the great influence which the location of this insti- 
tution among them would have upon the future destinies of our 
county. 



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APPENDIX C 

THE TURNER PAMPHLET 



PLEASE READ AND CIRCULATE. 

INDUSTRIAL UNIVERSITIES 

FOR THE PEOPLE. 
Published in Compliance with Resolutions of 

THE CHICAGO AND SPRINGFIELD CONVENTIONS. 

AND UNDER THE 

INDUSTRIAL LEAGUE 

OF ILLINOIS. 

By J. B. TURNER, 

Chairman of the Committee. 



JACKSONVILLE : 

Printed at the Morgan Journal Book and Job Office. 
1853. 



49 



PEEFACE 

The reasons for proffering this pamphlet to the public will 
be found in the proceedings of the Industrial Conventions held 
at Chicago in 1852, and in Springfield, 1853. But while 
the author has endeavored to comply with the general wish ex- 
pressed by these conventions, and the Directors of the Illinois 
Industrial League, it should not be inferred that any 
friends of those conventions or of the League are responsible for 
the particular statements or sentiments herein expressed. In all 
these incidental matters, the author alone is responsible, as it was 
found impracticable before publication to secure even a revision 
by the committee, which, had it been possible, was greatly to be 
desired. 

It will also, be readily seen that it is no part of the design 
of this work, to notice the many and great improvements and 
excellencies in our existing systems of education, but rather to 
call attention to their remaining defects and urge these as a 
reason for immediate effort and action in the direction indicated. 

For a plan of action the reader will please refer to the close 
of the pamphlet. 



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50 
INDUSTRIAL EDUCATION. 

The progress which the people of the United States, and 
especially of our own State, are continually making- on the great 
subject of education, must be gratifying to every patriotic and 
pliilanthropic mind. 

This progress relates to the ENDS, INSTRUMENTAL- 
ITIES, and MODES of all mental and moral culture, and is most 
apparent in the condition of our best Common Schools — at once 
the pride and hope of our country. 

The END of all education should be the development of a 
TRUE MANHOOD, or the natural, proportionate and healthful 
culture and growth of all the powers and faculties of the human 
being — physical, mental, moral and social ; and any system which 
attempts the exclusive, or even inordinate culture of any one class 
of these faculties, will fail of its end — it will make mushrooms 
and monks, rather than manhood and men. For similar reasons, 
any system of education adapted to the exclusive or unequal and 
inordinate culture of any one class or profession in the State, 
is defective : it generates clans and castes, and breaks in upon that 
natural order, equality and harmony which God has ordained. 
It will create a concentration of intellectual power in the edu- 
cated head of the body politic — cold, crafty, selfish and treacher- 
ous, which will sooner or later corrupt its heart — will exhaust 
and overlabor and overtask its weak, uncultured and undeveloped, 
subordinate powers and organs, and produce a bedlam rather than 
a kingdom on earth — a despotism either of the tyrant, the church 
or tlie mob, or of all these combined ; not a government. 

And this effect will inevitably follow, as sure as God lives 
and reigns, even though a nation write its soil and sea over with 
parchment, declarations and manifestoes, and rend air and sky 
with clamorous shouts of "Equality, Liberty and Fraternity." 
"Be not deceived : God is not mocked." "That which a man sow- 
eth, shall he also reap." 

In former times not very remote from our own day, mere 
learning — book knowledge — scholasticism, was considered the 
great end of education, and all sucli systems of culture direct the 

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51 

mind too much towards books, and too little towards facts. The 
pupil is taught to think of letters and words rather than of things 
and events — to remember on what part of the book page he saw 
the form of words, better than he knows on what part of the 
world's page, the events took place, if at all. All the way along, 
from a — b, ab, and long a in hate, and a seven years' war at spell- 
ing up through spelling books, grammars and dictionaries, Eng- 
lish, Latin and Greek, till he at last took his diploma, it was one 
everlasting agonism at verbiage, as though God, angels and men— 
the sky above and the earth beneath, were all moonshine; and 
spelling, grammar, talk — the prime properties of man's utterance 
facile and precise — were the only realities in the universe. A 
real, grammar school-boy of such schools, can brave no other idea 
than thai God made the world out of the nine parts of speech, 
and in English, at least, spelled it all wrong. And so throughout 
the whole course, books, books, books, form the great staple and 
instruments and ends of culture; and the living voice, speaking 
of living facts and presenting living realities to the mind of the 
pupil, but a very small part of it. By such methods the mind 
is trained to undue deference to the authority of the book, with 
little capacity to look after the fact — and men's opinions and 
usages, instead of God's laws and ordinances govern the world: 
and generally in those communities where this mere book learning 
is most dominant, the minds of men are most depressed and 
enslaved to tyrant custom. For example — compare Germany and 
England, and New England and Illinos. It engenders an undue 
deference to mere learned authority, a spirit of effeminate timid- 
ity, and pedantic servility, rather than one of true wisdom, true 
freedom, and true manhood, such as has shone in the prophets, 
apostles and martj^rs of every age. 

It does not produce mind, but mere learning, — not intellect 
but scholarship — not thinkers, but plausible and sophistical de- 
baters; SCHOOLMEN, (as of old,) who can prove either side of 
any proposition, but not real men who can discharge the hard side 
of every single duty. 

A proper remedy for such a state of things, wherever it may 
be found, would, of course, consist in drawing our resources of 

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52 

culture, less from books and the laws of verbiage, and more from 
facts and the laws of God. Less from nature destorted into ab- 
stractions, propositions, prisms and triangles, as seen in ordinary 
books, and more from nature, as it comes all radiant and instinct 
with life, beauty and glory from the Hand Divine. What a mon- 
strosity v/as that which some years since took little boys and girls, 
not even seven years old, out of God's clear sunshine, away from 
the birds and breezes, the flowers and the trees, and set them, 
for six liours in the day, bolt upright on a wooden bench, to look 
at big letters and triangles made of cotton rags and lampblack ! ! — 
and all this, only to educate them ! ! ! 

Well, this absurdity has passed away; and all others similar 
to it are fast departing. 

But the great instrumentalities of education are — the 
FAMILY, the SCHOOL, the CHUECH and the STATE; and in 
order to tlie best results, it is indispensable that order, 
virtue, wisdom and freedom should direct, pervade, enlighten and 
control each and all these several departments of human culture 
with a simultaneous energy and power. The apostasy, or corrup- 
tion, or perversion of any one of these is sufficient to cripple and 
distort, if not to utterly annihilate all the good that can be educed 
from the other three. The vanity, selfishness, pride and vice of 
the household — the pedantry and folly of the school — the bigotry 
and superstition of the church, or the tyranny and corruption of 
the State, are, each one of them, adequate to pervert or destroy, in 
a single generation, all the real good of the other three, if, indeed, 
the phenomena of the existence of such vices in either quarter, 
does not show a previous latent corruption in all departments 
alike. Hence, a watchful care over all these interests alike, is as 
Indispensable to the proper education of our youth, as it is to 
their after security in life. 

But in the narrow and pedantic view of the subject, schools 
of literature and science are usually considered the great, if not 
the sole instruments of education; and sometimes, in accordance 
witli this view, the brain or the mind, the mere intellectual powers 
of man, are the only powers really sought to be educated. Where- 
ever this fatal delusion prevails, the necessary result must be a 

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53 

monstrosity, not a manhood; a monk, rather than a man; and it 
will be found, at last, to give the world pedants and pettifoggers 
for priests and teachers, rowdies and robbers for rulers, and only 
old vices under new names, for all the abandoned and discarded 
virtues of their forefathers. 

This pedantic and shallow view of the subject of education, 
also leads to another most fatal error in the minds of both the old 
and the j^oung. Instead of regarding education as the great life- 
long process — the great life-business of every human being here on 
earth, it limits it to the quarter days of the school-room, and calls 
even the most corrupt, effeminate, useless and senseless of men, 
educated, if^ forsooth, they have overmastered a certain quantum 
of a prescribed course of mere book-learning, though turned loose 
upon the world without either the capacity to take care of them- 
selves or the disposition to leave the best interests of their fellows 
untouched.^ 

^Josiah Holbrook, in the "National Era," of June i6th, states, that "in one 
State's prison of our Union are twelve graduates of colleges — a greater proportion 
to the whole number of convicts in one prison, than the entire number of college 
graduates in our country to the whole population. Everybody knows," says he, 
"that the most depraved beings in our country are among those upon whom most 
is expended for their education ; and that thieves, midnight assassins and incen- 
diaries have come from our schools by hundreds and thousands." 

If this is true, and other prisons show similar statistics, the whole number 
of graduates of colleges in all the prisons, must exceed the relative proportion 
furnished to the same honors by the industrial classes, many hundred per cent. 

Does not this denote something wrong in our schemes for the mere culture 
of the tongue and the brain ? But suppose all who have been under the regimen of 
the drill but never graduated, were reported, the ratio would be even more 
frightfully swollen, and we would find that no class of persons disgorge so great 
an annual percent into our prisons and almshouses and the drunkard's ignoble grave, 
as those who have attempted to seek a liberal education, while under our more 
rational and practical common school system, in which practical knowledge is 
sought in connection, with domestic duties and industrial pursuits, the facts are 
exactly the reverse. Has a tree that bears such fruit, true Christianity, or heathen 
mythology at its roots? Is practical duty, or pedantic display, its life and its aim? 
The fearful loss of life which these systems of monkish and distorted culture 
annually produce, is well known to all. But the annals of the crimes and criminals 
it has generated, is a chapter in our history not yet fully developed. 

Mr. Bramwell, an English writer and traveler, is reported to affirm that the 
universities of Great Britain have contributed more to the pride, aristocracy, vice 

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54 

A young boy or girl, under this idea, obtains a smattering of 
language, literature and science, perhaps, in the schools, and then, 
forsooth, as it is very pertinently and significantly said, "he has 
finished his education." It is, but too often, strictly true; — it 
is finished; and all true manhood has, also, been crucified in the 
process. It is all ended with him, and you have before you your 
plausible sophist, your accomplished idler, or your educated hire- 
ling — another relentless donkey to hold back the great car of 
social and moral progress, and bray at every new idea that dawns 
upon the world for the good of man and the glory of God. 

But motion — progress — is the law of matter and of mind ; and 
all civilization, all true Christianity, all true education and all 
true manhood, are nothing else but one everlasting progress in 
true knowledge, wisdom and virtue. 

It is obvious that the instruction of the schoolroom should 
be constantly based upon this idea. That it should aim to put 
every pupil in such a position that his whole life afterward may 
be but one continuous, natural and easy progress from one stage 
of mental and moral development and power to another. Nature's 
order and God's law, when observed, is, that the child should 
become tlie youth, the youth the man, the man the angel ; and so, 
onwartl and upward forever — ever developing — ever progressing, 
but never finished. A true process of education, therefore, can 
never stop ; it can never be either remitted or finished ; and all sys- 
tems of scholastic learning constructed on that idea, are monkish, 
preposterous, delusive and false; and just so far forth, a curse 
instead of a blessing to mankind, ever begetting a spirit of ped- 
antic idleness, frivolity and the supercilious pride of a conceited 
monk or an Indian Brahman, instead of that brave, generous and 
steadfast heroism that should characterize the true man. 

It is self-evident that in order to reach this end, and to avoid 
these antagonistic evils, our systems of public instruction should 

and del)auchery of the empire, and furnished more sots and penitentiary criminals, 
in pr<jportion to their numbers, than any other class of English society. 

Did the schools of the Carpenter and fishermen of Galilee, or even those of 
Socrates and Plato exhibit such results? 

Will not the patrons and defenders of those systems of education answer? 

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55 

all have due reference to the varied employments of men in after 
life; so Ihat each class may be placed in a position which shall 
enable them to develop a LITERATURE OF THEIR OWN, and 
acquire a mental as well as moral discipline, in connection with 
their own occupations, interests and pursuits. In other words, the 
effort should be to make each man an intelligent, thinking man, 
in his own profession in life, rather than out of it; to teach him, 
first, to understand his own business rather than other iDeople's. 
Then he will be better able to govern and take care of himself, 
and need less ex]3enditure from the State and the church in con- 
trolling and taking care of him. 

This principle has, in theory, become fully recognized, and ap- 
plied with more or less perfection to some four or five varied pur- 
suits of men, and obviousl}^, ought to be applied in the same way 
and on the same principle to them all. 

The divines, the lawyers, the physicians, the teachers, and 
the military men of our country, each and all, have their specific 
schools, libraries, apparatus and universities, for the application 
of all known forms of knowledge to their several professions in 
life. Hence the surprising intelligence and power which these 
classes now exhibit, since the founding of universities and schools 
for their special uses, compared with that manifested by the same 
classes in the times of the monks, barons, quacks, schoolmen and 
crusaders of the middle ages. Hence the eloquence and power of 
our pulpits, and our courts and senates — the eflQciency of our 
medical and military skill. 

It is true that the laws of God are everywhere, and to all per- 
sons and classes, the same; and that all science is based upon these 
uniform laws ; but it is equally true that their application to the 
pursuits of life, and the consequent natural discipline and devel- 
opment of mind is infinitely various. 

No man, in his senses, imagines if all our divines liad been 
trained at West Point, all our lawyers, physicians and generals 
at JMount Holyoke or Andover or Princeton, that there would have 
been either the same energy of effort and success, or the same 
discipline of mind in these professions that now exist. Skill, and 
a proper knowledge of the laws of projectiles — the chainshot and 

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56 

tlie bombshell will hardly make a divine; aud adroitness with the 
dishclotJi or with the frolics of the fathers, would scarcel}^ have 
achieved the conquest of the empire of the Montezumas. 

So far forth as discipline of mind is concerned, all know that 
the greater part of it is procured in all these j)i"ofessious, not at 
their several schools, however excellent and appropriate in them- 
selves, but by the continued habits of reading, thought and reflec- 
tion, IN CONNECTION WITH THEIK SEVERAL PROFES- 
SIONAL PURSUITS IN AFTER LIFE ; and if not so acquired, 
it is never, in fact, acquired at all. 

The young graduate from all these schools, alike, is generally 
pronounced green, raAV, undisciplined and sophomorical, and 
shows himself to be so. But his university or his school has done 
one thing for him of immense value and importance, and only one ; 
it has neither duly informed, nor disciplined his mind, as it some- 
times pretended ; but IT HAS SHOWN HIM HOW THAT MIND 
CAN BE DISCIPLINED, IN CONNECTION AVITH THE PRO- 
FESSIONAL PURSUITS OF HIS AFTER LIFE, if he Avill 
attend to it : but if not, it cannot be. This is the most that uni- 
versities or schools of any sort can, as a general rule, do for any 
man; they give him a start in that course, which, in after life 
he is to pursue. To this end, the peculiar literature appropriate 
to each of these professions, is quite as important as the univer- 
sities and schools which created it : for as a general rule, men will 
not read and reflect on subjects totally disconnected with their 
daih' duties and interests, so as to derive that needful discipline 
of mind, from other pursuits, which nature teaches should be 
derived from their own. — Some few minds, it is true, in all pro- 
fessions, have an appetency for universal knowledge, just as some 
men seem to have skill in universal art, but tlie great majority of 
men obtain all the real discipline and development of mind which 
they ever do obtain, in immediate connection with their own indi- 
vidual pursuits and duties in life, and not outside of these. 

The sun which they see, is only the one which lightens their 
own world; and from this, alone, the light of life must come to 
them, if it come at all; all beyond is, to them, starlight, and must 
remain so till they quit their present sphere of action and duty. 

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57 

Now, our industrial classes, although much more numerous 
than all the others combined, are, to a vast extent, to say the 
least, alone, of all others, left entirely without the indispensable 
means of applying this same knowledge or science to their several 
pursuits, to teach them, also, how to read, observe and think, and 
act so as to derive this same needful and wholesome mental dis- 
cipline from their pursuits in life, which the professional and 
military classes are taught to derive from theirs. Of course, they 
are also equally destitute of the needful literature for such ends, 
and must, of necessity, remain so, till universities are endowed for 
creating it in the same way it has been created for others. They 
are all, in this country now, so far as appropriate educational 
and scientific privileges are concerned, where the professional 
and military classes, themselves, were, in the days of the monks 
and schoolmen, with no appropriate schools, apparatus, or teach- 
ers, or literature suited to the proper application of knowledge 
to their several pursuits and callings. 

Is it said that farmers and mechanics do not and will not 
read? 

Give them a literature and an education then, suited to their 
actual v/ants, and see if it does not reform and improve them in 
this respect, as it has done their brethren in the professional 
classes. As a matter of fact, all know they now have no such prac- 
tical, congenial literature to read; and still, as a general rule 
they read more, and know more about the proper pursuits of the 
professional classes, than those classes do about theirs, in pro- 
portion to the opportunities they have. 

Suppose you should supply the libraries of the divine and the 
lawyer with practical treatises on the raising of crops, the resus- 
citation and improvement of soils, and the management of stock, 
or the navigation of the polar seas, instead of books treating of 
the peculiar nature and duties of his own profession, does any 
man suppose that these professions would exhibit the same love 
of reading and study, or attain the same mental discipline which 
they now do? The idea is absurd. 

Give a divine or a lawyer a book on agriculture, and how soon 
it is thrown aside! And is it surprising that the farmer and 

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58 

meclitinic treats other books on the same principle, and in the same 
v/aj, for the same reason? But how greedily they devour, in all 
our periodicals and pamphlets the few scraps that directly per- 
tain to their own interests, and how soon new implements of life 
and power start up from their practical and creative minds out 
of every new idea in j)hilosophy that dawns upon the race and 
claims its place in the crystal palaces, and its reward at the indus- 
trial fairs of the world? And are such minds on this great 
continent to be longer left, by the million, without a single uni- 
versity or school of any sort, adapted to the peculiar wants of their 
craft, vv'hile the whole energies of the republic are taxed to the 
utmost to furnish universities, colleges and schools adapted to 
the wants of the professional and military classes, who constitute 
not the one-hundredth part of the population, and represent not 
the thousandth part of the vital interests of -duj civilized and 
well ordered community? 

Are these pursuits, then, beneath the dignity of rational 
and accountable man? God, himself, made the first Adam a 
gardener or farmer, and kept him so till he fell from his higli 
estate. Tlie second Adam, sent to repair the ruin of this fall, he 
made a poor mechanic called "the son of a carpenter," who chose 
all his personal followers from the same humble class. Deity has 
pronounced his opinion on the dignity and value of these pursuits, 
by the repeated acts of the wisdom and grace, as well as by the 
inflexible laws of his providence compelling industrial labor as 
the only means of preserving health of body, vigor, purity of mind 
and even life itself. 

Where did Socrates, the wisest of the Greeks, and Cincin- 
natus, the most illustrious of the Romans — Washington, the 
fatlier of America, and Franklin, and Slierman, and Kossuth, and 
Downing, and Hugh Miller, and a whole host of worthies, too 
numerous to mention, get their education? They derived it from 
tlieir connexion with tlie practical pursuits of life, where all other 
men got theirs, so far as it has proved of any practical use to 
themselves or the world. 

What we ^Aant from scliools is, to teach men, more dull of 
apprehension, to derive their mental and moral strength, from 

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59 

their o^yn iDiirsuits, whatever they are, iu the same way, and on the 
same jDrinciples, and to gather from other sources as much more 
as they find time to achieve. We wish to teacli them to read 
books, only that they may the better read and understand the 
great volume of nature, ever open before them. 

Can, then, no schools and no literature, suited to the peculiar 
wants of the industrial classes, be created by the application of 
science to their pursuits? Has God so made the world, that 
peculiar schools, peculiar applications of science, and a peculiar 
resultant literature, are found indispensable to the highest suc- 
cess in the art of killing men, in all states, while nothing of the 
kind can be based on the infinitely multifarious arts and pro- 
cesses of feeding, clothing and housing them? Are there no suf- 
ficient materials of knowledge, and of the highest mental, and 
moral discipline in immediate connexion with these pursuits? 
This is to suppose that God has condemned the vast majority of 
mankind to live in circumstances in which the best and highest 
development of their noblest facilities is a sheer impossibility, 
unless they turn aside from those spheres of duty to which his 
Proivdence has evidently consigned them. Such an assumption 
is as pedantic and shallow as it is Avicked and blasphemous. For 
what, but for this very end of intellectual discipline and develop- 
ment, has God bound the daily labors of all these sons of toil in 
the shop and on the farm, in close and incessant contact with all 
the mighty mysteries of his own creative wisdom, as displayed in 
heaven above, and on earth beneath, and in the waters and soils 
that are under the earth? Why are there more recondite and pro- 
found principles of pure mathematics immediately connected 
with the sailing of a ship, or the moulding and driving of a plow, 
or an axe, or a jack-plane, than with all three of the, so-called, 
learned professions together, if it be not intended that those 
engaged in these pursuits should derive mental culture as well as 
bodily sustenance and strength from these instruments of their art 
and their toil? Why has God linked the light, the dew drop, the 
clouds, the sunshine and the story, and concentrated the mighty 
powers of the earth, the ocean and the sky, directed by that un- 
known and mysterious force which rolls the spheres, and arms 

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60 

the thunder-cloud — why are all these mystic and potent influences 
connected with the growing- of every plant, and the opening of 
every flower, the motion of every engine and every implement, if 
he did not intend that each son and daughter of Adam's race 
should learn through the handicraft of their daily toil, to look 
through nature up to nature's God, trace his deep designs, and 
derive their daily mental and moral culture, as well as their daily 
food, from that toil that is ever encircled and circumscribed on all 
liands, by tlie unfathomed energies of his wisdom and power? No 
foundation for the development and culture of a high order of 
science and literature, and the noblest capacities of mind, heart 
and soul, in connexion with the daily employments of the indus- 
trial classes! How came such a heathenish and apostate 
idea ever to get abroad in the world? Was God mistaken when he 
first placed Adam in the garden, instead of the academy? Or 
when he sentenced him to toil for his future salvation, instead of 
giving him over to abstract contemplation? When he made 
his Son a car])enter instead of a rabbi? Or when he made man 
a man instead of a monk? No: God's ways are ever, ways of 
wisdom and truth; but Satan has, in all ages, continued to put 
darkness for ligiit — sophistry and cant, for knowledge and truth 
— cunning and verbiage, for wisdom and virtue — tyranny and 
outrage, for government and law — and to fill the world with 
brute muscles and bones, in one class — luxurious, insolent and 
useless nerves and brains, in another class, without either bodies 
or souls, and to call the process by which the result, in the latter 
case, is reached, education. And from the possibility of such an 
education as this, God has, in his mercy, hitherto sheltered his 
def (^useless i)oor. And if such hot-bed processes are, alone, to be 
dignified with the name of education, then, it is clearly impossible 
that tlie laboring classes sliould ever be educated; God has inter- 
dicted it Or, even if no other system of education is ever to be 
devised, or attempted, except that alone which is most fit for the 
professional and military man, it is equally clear that this can- 
not be made available to any considerable portion of the industrial 
classes. 



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61 

But the idea has got abroad in the world, that some practical, 
liberal system of education for the industrial classes, suited at 
once to their circumstances and their wants, can be devised, and 
this idea is not likely soon to be stopped; it seems to work beneath 
the surface of human thought with the energy of a volcanic fire, 
and we think it will soon burst forth, into an out-birth to purify 
what is g;ood, and overwhelm and annihilate whatever there may 
be that is evil in our present educational ideas and processes. 

In order to excite a proper interest in this department of 
education, the public are already aware that several conventions 
have been held in this State. 

The first convention was held at Granville, Putnam County, 
November 18th, 1851. 

The report of the convention was, in due time, published by 
the committee and i3resented to the public. It has since been 
reprinted, and commented upon in nearly all the leading agricul- 
tural and horticultural journals of the several States, and espe- 
cially those of the North and West. It was also copied into the 
patent office reports at Washington, and has received the favora- 
ble regard of nearly all the leading minds in the agricultural and 
mechanical classes, and their associations and institutes through- 
out the Union. While great numbers of addresses, resolutions, 
reports, and newspapers and periodical articles — all aiming to 
elucidate the same general idea, have been presented to the public, 
in all parts of the Union, showing that this is the great felt want of 
the mind and heart of the nation. 

This report was as follows: 

Peoceedings 

OF THE 

Farmers^ Convention at Granville 
Held November 18, 1851. 



In accordance with previous notices, a convention of farmers 
was held at Granville, Putnam County, on Tuesday the 18th day 
of November, 1851. The attendance was quite large, and from 
various parts of the State. 

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62 

Tlie conveution organized by appointing Hon. Oaks Turnei% 
of Hennepin, Chairman pro tern., and Mr. M. Osman, of Ottawa^ 
Secretary pro tern. 

Mr. Kalpli Ware moved that a committee of three be ap- 
pointed by the chair to nominate permanent officers for the con- 
vention; which was agreed to; whereupon the chair appointed 
Messrs. Ralph Ware, John Hise and Sidney Pulsifer said com- 
mittee. 

The committee, after a few minutes absence, returned and 
reported the following persons as permanent officers of the con- 
vention : 

Hon. Oaks Turner, President. 

Hon. Wui. iReddick, of Ottawa, and Prof. J. B. Turner, of 
Jacksonville, Vice-Presidents. 

Mr. M. Osman, Recording Secretary. 

Mr. iRalph Ware, of Granville, Corresponding Secretary. 

On motion the report was adopted and the committee dis- 
charged. 

The President then stated that he was not fully advised as 
to the real objects of the convention, and suggested some one bet- 
ter qualified should make them known. 

Mr. Ware then stated that, according to the call, they had 
met to take into consideration such measures as might be deemed 
most expedient to further the interests of the agricultural com- 
munity', and particularly to take steps towards the establishment 
(^f an Agricultural University. 

On motion of Mr. Greble, a committee of three was appointed 
to report business upon which the convention sliould act. The 
committee consisted of Mr. John Greble, Prof. J. B. Turner, and 
Mr. Lewis Weston. 

During the absence of this committee, short addresses were 
delivered by Messrs. Hise, Greble, Ware and others. 

The committee returned and stated that they would not be 
fully prepared to report before evening; and suggested that the 
afternoon be devoted to a general discussion of such subjects, 
pertaining to agriculture, as might present tliemselves. 



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63 

A lively discussion ^vas then commenced on various subjects, 
in which Powell, of Mt. Palatine, Butler, of Spoon River, Greble, 
of Putnam County, Weston, of LaSalle County, Gilmer, of Gran- 
ville, Reddick, of Ottawa, and others participated. 

After which the convention adjourned until half past six 
o'clock in the eveninar. 



Evening Session. 

The convention was called to order by the chairman. 

Prof. Turner, as chairman of the Committee on Business, 
reported the following resolutions for the future action of the 
convention : 

Resolved, That we greatly rejoice in the degree of perfection to which our 
various institutions, for the education of our brethren engaged in professional, 
scientific, and literary pursuits, have already attained, and in the mental and 
moral elevation which those institutions have given them, and their consequent 
preparation and capacity for the great duties in the spheres of life in which they are 
engaged ; and that we will aid in all ways consistent, for the still greater perfection 
of such institutions. 

Resolved, That as the representatives of the industrial classes, including all 
cultivators of the soil, artisans, mechanics and merchants, we desire the same 
privileges and advantages for ourselves, our fellows and our posterity, in each of 
the several pursuits and callings, as our professional brethren enjoy in theirs; 
and we admit that it is our own fault that we do not also enjoy them. 

Resolved, That, in our opinion, the institutions originally and primarily 
designed to meet the wants of the professional classes as such, cannot, in the nature 
of things, meet ours, no more than the institutions we desire to establish for our- 
selves could meet theirs. Therefore, 

Resolved, That we take immediate measures for the establishment of a 
University, in the State of Illinois, expressly to meet those felt wants of each and 
all the industrial classes of our State ; that we recommend the foundation of high 
schools, lyceums, institutes, &c., in each of our counties, on similar principles, so 
soon as they may find it practicable so to do. 

Resolved, That in our opinion such institutions can never impede, but must 
greatly promote, the best interests of all those existing institutions. 

After reading the above resolutions, Prof. Turner proceeded, 
in an able and interesting manner, to unfold his plan for the 
establishment and maintenance of the Industrial University. 

The convention then adjourned till 9 o'clock tomorrow 
morning, 

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64 

Wednesday Morning, Nov. 19. 
Met pursuant to adjournment. 

On motion, the resolutions were again taken up and read, 
and, after some deliberation, severally adopted. 
Mr. Hise offered the following resolutions: 

Resolved, That we approve of the general plan for an Illinois State Uni- 
versity for the Industrial Classes, presented by Prof. J. B. Turner, and request him 
to furnish the outlines of his plan, presented to this Convention, to the Committee 
of Publication, for publication in the Prairie Farmer, and all other papers in this 
State which will publish the same ; and that one thousand copies be published 
in pamphlet form for gratuitous distribution. 

Resolved, That W. A. Pennell, M. Osman, L. L. Bullock and Ralph Ware, 
be a Committee of Publication. 

Resolved, That the Committee on Publication forward to each editor in every 
county in the State a copy of the publications of this convention, with a request that 
they should republish the same ; and, also, send a copy to our Governor, Senators 
and Representatives and State Officers, and to all others who may be interested 
in the same. 

Resolved, That each member of this convention do all in his power to pro- 
mote the circulation and reading of the above publications, and through this and 
other means, to secure, as far as practicable, speakers to lecture on the subject in 
each of the counties in the State. 

Resolved, That Messrs. J. B. Turner and Marcus Morton, of Morgan County; 
James McConnell, Elijah lies, and David L. Gregg, of Sangamon Co. ; John Davis, 
of Decatur; John Woods, of Quincy ; John Hise, of LaSalle Co.; Aaron Shaw, of 
Lawrence Co. ; John Dougherty, of Union Co. ; L. S. Pennington, of Whiteside 
Co. : W. J. Phelps, of Elm Wood, Peoria Co. ; and Dr. Ames, of Winnebago Co., 
be a Central Committee to call a State Convention, to meet at Springfield at an 
early hour of the next session of the Legislature, or at such other time and place 
as they and the friends of the cause may deem most expedient. 

Resolved, That this Convention earnestly solicit the Governor of this State 
to enumerate in the call for an extra session of the Legislature, should one be 
held before the next regular session, the objects of this convention in the estab- 
lishment of an Industrial University, as business to be acted upon by that body 
at that time. 

Resolved, That a memorial and petitions be prepared and furnished by the 
publisliing Committee for the purpose of petitioning the Legislature upon this 
subject. 

During the discussion of these resolutions the Convention 
adjourned till 1 o'clock P. M. 



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65 

Afternoon Session. 

Met pursuant to adjournment. 

Mr. Hise's resolutions were again taken up and severally 
passed. 

Mr. Loflflin introduced the following resolution, wliicli was 
adopted. 

Resolved, That we earnestly solicit the people of this State to meet in their 
primary assemblies and discuss the objects of this convention as shall be made 
known by our published proceedings, and join with us in asking the Legislature to 
grant to the people of this State, the fund which belongs to them, to aid them in 
establishing an institute for the industrial classes of this State, insead of dividing 
that fund among the different colleges, now in the State, as contemplated by those 
institutions. 

In compliance with a request made by Mr. Thomas Ware, and 
others, Prof. Turner gave a short history of a number of experi- 
ments he liad made in reference to the blight upon fruit trees. 

The Convention then adjourned sine die. 

Oaks Turner, Pres't. 
M. OSM.AN^ Sec'y. 

PLAN FOE AN INDUSTRIAL UNIVERSITY FOR THE 
STATE OF ILLINOIS. 

To the Committee of PnhJication of the Granville Convention: 

Gentlemen: — I have endeavored to prepare an outline of 
my views of an Industrial University for the State of Illinois, as 
perfectly as the short time allowed me, and my own feeble health 
would permit. Notwithstanding my total inability to do justice to 
the subject, I trust you may find it useful in directing the mind 
of the people of this State to the most important interest ever 
proposed for their consideration, and in eliciting from them an 
early and intelligent expression of their views and wishes in 
regard to it. 

I have the honor to be, gentlemen, most respectfully yours, 

J. B. Turner. 
Jacksonville, November, 1851. 



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66 

All civilized society is, necessarily, divided into two distinct 
co-operative, not antagonistic, classes: — a small class, whose 
proper business it is to teach the true principles of 
religion, law, medicine, science, art, and literature; and 
a much larger class, who are engaged in some form of 
labor in agriculture, commerce, and tlie arts. For the 
sake of convenience, we will designate the former the PROFES- 
SIONAL, and the latter the INDUSTRIAL class; not implying 
that each may not be equally industrious; the one in their intel- 
lectual, the other in their industrial pursuits. Probably, in no 
case would society ever need more than five men out of one 
hundred in the professional class, leaving ninety-five in every 
hundred in the industrial ; and, so long as so many of our teachers 
and public men are taken from the industrial class, as there are at 
present, and probably will be for generations to come, we do not 
really need over one professional man for every hundred, leaving 
ninety-nine for the industrial class. 

The vast difference, in the practical means, of an APPRO- 
PRIATE LIBERAL EDUCATION, suited to their wants and 
their destiny, which these two classes enjoy, and ever have en- 
joyed the world over, must have arrested tlie attention of every 
thinking man. True, the same general abstract science exists in 
the world for both classes alike; but the means of bringing this 
abstract truth into effectual contact with the daily business and 
pursuits of the one class does exist, while in the other case it does 
not exist, and never can till it is new^ created. 

The one class have schools, seminaries, colleges, universities, 
apparatus, professors, and multitudinous appliances for edu- 
cating and training them for months and years, for the peculiar 
profession which is to be the business of their life ; and they have 
already created, each class for its own use, a vast and voluminous 
literature, that would well nigh sink a whole navy of ships. 

But where are the universities, the apparatus, the professors 
and the literature, specifically adapted to any one of the industrial 
classes? Echo answers, where? In other words, society has be- 
come, long since, wise enough to know that its TEACHERS need 
to be educated ; but it has not yet become wise enough to know 



67 

that its WOEKERS need education just as much. In these re- 
marlis I have not forgotten that our common schools are equally 
adai)ted and applied to all classes; but reading, writing, &c., are, 
properly, no more education than gathering seed is agriculture, 
or cutting ship-timber navigation. They are the mere rudiments, 
as thej^ are called, or means, the mere instrument of an after 
education, and if not so used they are, and can be, of little more 
use to the professor than an axe in the garret or a ship rotting 
upon the stocks. 

Nor am I unmindful of the efforts of the monarchs and aris- 
tocrats of the old world in founding schools for the "fifteenth 
cousins" of their order, in hopes of training them into a sort of 
genteel -farmers, or rather overseers of farmers; nor yet, of the 
several "back fires" (as the Prairie Farmer significantly designates 
them) set by some of our older professional institutions, to keep 
the rising and blazing thought of the industrial masses from burn- 
ing too furiously. They have hauled a canoe alongside of their 
huge professional steamships and invited all the farmers and 
mechanics of the State to jump on board and sail with them; but 
the difficulty is, they will not embark. But we thank them even 
for this pains and courtesy. It shows that their hearts are yearn- 
ing toward us, notwithstanding the ludicrous awkAvardness of 
their first endeavors to save us. 

But an answer to two simple questions will perhaps suf- 
ficiently indicate our ideas of the whole subject, though that 
answer, on the present occasion, must necessarily be confined 
to a bare outline. The first question, then, is this : 

I. What Do the Industrial Classes WantF 

II. How Can that Want Be Supplied.^ 

The first question may be answered in few words. They 
want, and they ought to have, the same facilities for under- 
standing the true philosophy — the science and the art of their 
several pursuits, (their life-business), and of efficiently applying 
existing knowledge thereto and widening its domain, which the 
professional classes have long enjoyed in their pursuits. — Their 
first labor is therefore, to supply a vacuum from fountains 
already full, and bring the living waters of knowledge within 

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68 

their oavii reach. Their second is, to help fill the fountains with 
still greater supplies. They desire to depress no institution, no 
class whatever; they only wish to elevate themselves and their 
pursuits to a position in society to w4iich all men ackuowledge 
they are justly entitled, and to which they also desire to see 
them aspire. 

II. How Then Can that Want be Supplied.^ 

In answering this question, I shall endeavor to present, with 
all possible frankness and clearness, the outline of impressions 
and convictions that have been gradually deepening in my own 
mind, for the past tw^enty years, and let them pass for whatever the 
true friends of the cause may think them worth. 

And I answer, first, negatively, that this want cannot be 
supplied by any of the existing institutions for the professional 
classes, nor by any incidental appendage attached to them as a 
mere secondary department. 

These institutions w^ere designed and adapted to meet the 
wants of the professional classes, as such — especially the clerical 
order; and they are no more suited to the real wants of the 
industrial class than the institution we propose for them, would 
be suited to the professional class. 

Their wliole spirit and aim is, or should be, literary and 
intellectual — not practical and industrial; to make men of 
books and ready speech — not men of work, and industrial, silent 
thought. But, the very best classical scholars are often the very 
worst practical reasoners; and that they should be made work- 
ers is contrary to the nature of things — tlie fixed laws of God. 
The whole interest, business, and destiny for life of the two 
classes, run in opposite lines; and that the same course of study 
should be equally well adapted to both, is as utterly impossible 
as that the same pursuits and habits should equally concern and 
benefit both classes. 

The industrial classes know and feel this, and therefore they 
do not, and will not, patronize these institutions, only so far forth 
as they desire to make professional men for public use. As a 
general fact, their own multitudes do, and ivill forever, stand 
aloof from tliem; and, wiiile they desire to foster and cherish 

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69 

them for their own appropriate uses, they know that they do not, 
and cannot, fill the sphere of their own urgent industrial wants. 
They need a similar system of liberal education for their own 
class, and adapted to their own pursuits; to create for them an 
Industrial Literature^ adapted to their professional wants, to 
raise up for them teachers and lecturers^ for subordinate insti- 
tutes, and to elevate them, their pursuits, and their posterity to 
that relative position in human society for which God designed 
them. 

The whole history of education, both in Protestant and 
Catholic countries, shows that we must begin w^ith the higher 
institutions, or we can never succeed with the lower; for the 
plain reason, that neither knowledge nor water will run up hill. 
No people ever had, or ever can have, any system of common 
schools and lower seminaries worth anything, until they first 
founded their higher institutions and fountains of knowledge 
from which they could draw supplies of teachers, &c., for the 
lower. We would begin, therefore, where all experience and 
common sense show that we must begin, if we would effect any- 
thing worthy of an effort. 

In this view of the case, the first thing wanted in this process, 
is a National Institute of Science, to operate as the great 
central luminary of the national mind, from which all minor 
institutions should derive light and heat, and toward which they 
should, also, reflect back their own. This primary want is 
already, I trust, supplied by the Smithsonian Institute, endowed 
by James Smithson, and incorporated by the U. S. Congress, at 
Washington, D. C. 

To co-operate with this noble Institute, and enable the Indus- 
trial classes to realize its benefits in practical life, we need a 
University for the Industrial Classes in each of the States, with 
their consequent subordinate institutes, lyceums, and high 
schools, in each of the counties and towns. 

The objects of these institutes should be to applj^ existing 
knowledge directly and efficiently to all practical pursuits and 
professions in life, and to extend the boundaries of our present 
knowledge in all possible practical directions. 

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70 

PLAN FOK THE STATE UNIVERSITY. 

There should be connected with such an institution, in this 
State, a sufficient quantity of land of variable soil and aspect, 
for all its needful annual exj)eriments and processes in the great 
interests of Agriculture and Horticulture. 

Buildings of appropriate size and construction for all ordi- 
nary and special uses; a complete philosophical, chemical, 
anatomical, and industrial apparatus; a general cabinet, embrac- 
ing everything that relates to, illustrates, or facilitates any one 
of the industrial arts; especially all sorts of animals, birds, rep- 
tiles, insects, trees, shrubs, and plants found in this State and 
adjacent States. 

Instruction should be constantly given in the anatom}" and 
physiology, the nature, instincts and habits of all animals, in- 
sects, trees and plants ; their laws of propagation, primogeniture, 
growth and decay, disease and health, life and deatli; on the na- 
ture, composition, adaptation, and regeneration of soils ; on the na- 
ture, strength, durability, preservation, x)erfection, composition, 
cost, use, and manufacture of all materials of art and trade ; on po- 
litical, financial, domestic, and, manual economy, (or the saving of 
labor of the hand), in all industrial processes; on the true princi- 
ples of national, constitutional, and civil law; and the true theory 
and art of governing and controlling, or directing the labor of 
men in the State, the family, shop, and farm; on the laws of 
vicinage, or the laws of courtesy and comity between neighbors, 
as such, and on the principles of health and disease in the human 
subject, so far at least as is needful for household safet}^; on the 
laws of trade and commerce, ethical, conventional, and practical ; 
on bookkeeping and accounts; and in short, in all those studies 
and sciences, of whatever sort, which tend to throw light upon 
any art or employment, whicli any student may desire to master, 
or upon any duty he may be called to perform ; or which may tend 
to secure his moral, civil, social and industrial perfection, as a 
man. 

No species of knowledge should be excluded, practical or the- 
oretical ; unless, indeed, those specimens of "organized ignor- 
ance'' found in the creeds of party i)oliticians, and sectarian 

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71 

ecclesiastics should be mistaken by some for a species of 
knowledge. 

Whether a distinct classical department should be added or 
not, would depend on expedienc}^ It might be deemed best to 
leave that department to existing colleges as their more appro- 
priate work, and to form some practical and economical connec- 
tion with them for that purpose ; or it might be best to attach a 
classical department in due time to the institution itself. 

To facilitate the increase and practical application and dif- 
fusion of knowledge, the professors should conduct, each in his 
own department, a continued series of annual experiments. 

For example, let twenty or more acres of each variety of 
grain, (each acre accurately measured), be annually sown, with 
some practical variation on each acre, as regards the quality and 
preparation of the soil, the kind and quantity of seed, the time 
and mode of sowing or planting, the time and modes and pro- 
cesses of cultivation and harvesting, and an accurate account kept 
of all costs, labor, &c., and of the final results. Let analoguous 
experiments be tried on all the varied products of the farm, the 
fruit yard, the nursery and the garden ; on all modes of crossing, 
rearing and fattening domestic animals, under various degrees of 
warmth and of light, with and without shelter; on green, dry, 
raw, ground, and cooked food, cold and warm; on the nature, 
causes, and cure of their various diseases, both of those on the 
premises and of those brought in from abroad, and advice given, 
and annual reports made on those and all similar topics. Let 
the professors of physiology and entomology be ever abroad at 
the proper seasons, with the needful apparatus for seeing all 
things visible and invisible, and scrutinizing the latent causes 
of all those blights, blasts, rots, rusts and mildews which so 
often destroy the choicest products of industry, and thereby 
impair the health, wealth and comfort of millions of our fellow 
men. Let the professor of chemistry carefully analyze the various 
soils and products of the State, retain specimens, give instruc- 
tion, and report on their various qualities, adaptations, and de- 
ficiencies. 



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72 

Let similar experiments be made in all other interests of 
agriculture and mechanic or chemical art, mining, merchandise 
and transportation by water and by laud, and daily practical and 
experimental instruction given to each student in attendance in 
his own chosen sphere of research or labor in life. Especially let 
the comi3arative merits of all labor saving tools, instruments, 
machines, engines and processes, be thoroughly and practically 
tested and explained, so that their benefits might be at once 
enjoyed, or the expense of their cost avoided by the unskillful 
and unwary. 

It is believed by many intelligent men, that from one-third to 
one-half the annual products of this State are annually lost by 
ignorance on the above topics. And it can scarcely be doubted 
that in a few years the entire cost of the whole Institution would 
be annually saved to the State in the above interests alone, aside 
from all its other benefits, intellectual, moral, social, and pe- 
cuniary. 

The Apparatus required for such a work is obvious. There 
should be grounds devoted to a botanical and common garden, 
to orchards and fruit yards, to appropriate lawns and prome- 
nades, in which the beautiful art of landscape gardening could 
be appropriately applied and illustrated, to all varieties of pas- 
ture, meadow, anl tillage needful for the successful prosecution 
of the needful annual experiments. And on these grounds should 
be collected and exhibited a sample of every variety of domestic 
animal, and of every tree, plant, and vegetable that can minister 
to the health, wealth, or taste and comfort of the people of the 
State; their nature, habits, merits, production, improvement, 
culture, diseases, and accidents thoroughly scrutinized, tested, 
and made known to the students and to the people of the State. 

There should, also, be erected a sufficient number of build- 
ings and out-buildings for all the purposes above indicated, and a 
Repository, in which all the ordinary tools and implements of 
the institution should be kept, and models of all other useful im- 
plements and machines from time to time collected, and tested 
as they are proffered to public use. At first it would be for the 
interest of inventors and vendors to make such deposits. But, 

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73 

should similar institutions be adopted in other States, the gen- 
eral government ought to create in each State a general patent 
office, attached to the Universities, similar to the existing depos- 
its at Washington, thus rendering this department of mechanical 
art and skill more accessible to the great mass of the people of 
the Union. 

I should have said, also, that a suitable industrial library 
should be at once procured, did not all the world know such a 
thing to be impossible, and that one of the first and most import- 
ant duties of the professors of such institutions will be to begin 
to create, at this late hour, a proper practical literature, and 
series of text books for the industrial classes. 

As regards the Pkofessors, they should, of course, not only 
be men of the most eminent, practical ability in their several 
departments, but their connexion with the institution should be 
rendered so fixed and stable, as to enable them to carry through 
such designs as they may form, or all the peculiar benefits of the 
system would be lost. 

Instruction, by lectures and otherwise, should be given 
mostly in the colder months of the year; leaving the professors 
to prosecute their investigations, and the students their neces- 
sary labor, either at home or on the premises, during the w^armer 
months. 

The institution should be open to all classes of students 
above a fixed age, and for any length of time, whether three 
months or seven years, and each taught in those particular 
branches of art which he wishes to pursue, and to any extent, 
more or less. And all should pay their tuition and board bills, 
in whole or in part, either in money or necessary work on the 
premises — regard being had to the ability of each. 

Among those who labor, medals and testimonials of merit 
should be given to those who perform their tasks with most 
promptitude, energy, care and skill; and all who prove indolent 
or ungovernable, excluded at first from all part in labor, and 
speedily, if not thoroughly reformed, from the institution itself; 
and here again let the law of nature instead of the law of rakes 
and dandies be regarded, and the true impression ever made on 

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74 

the mind of all around, that work Alone Is Honorable^ and indo- 
lence certain disgrace if not ruin. 

At some convenient, season of the 3'ear, the Commencement, 
or Annual Fair of the University, should be holden through a 
succession of days. On this occasion the doors of the institution, 
with all its treasures of art and resources of knowledge, should be 
thrown open to all classes, and as Buxny other objects of agricul- 
tural or mechanical skill, gathered from the whole state, as possi- 
ble, and presented by the people for inspection and premium on the 
best of each kind; judgment being rendered, in all cases, by a 
committee wholly disconnected with the institution. On this 
occasion, all the professors, and as many of the pupils as are 
sufficiently advanced, should be constantly engaged in lecturing 
and explaining the divers objects and interests of their depart- 
ments. In short, this occasion should be made the great annual 
Gala-Day of the Institution, and of all the industrial classes, 
and all other classes in the State, for the exhibition of their pro- 
ducts and their skill and for the vigorous and powerful diffusion 
of practical knowledge in their ranks, and a more intense enthu- 
siasm in its extension and pursuit. 

As matters now are, the world has never adopted any efiicient 
means for the application and diffusion of even the practical 
knowledge which does exist. True, we have fairly got the primer, 
the spelling book, and the newspaper abroad in the world, and we 
thiidv that we have done wonders; and so, comparatively, we have. 
I3ut if this is a wonder, there are still not only wonders, but, to 
most minds, inconceivable miracles, from new and unknown 
worlds of light, soon to break forth upon the industrial mind of 
the world. 

Here, then, is a general, though very incomplete, outline of 
Avliat such an institution should endeavor to become. Let the 
reader contemplate it as it will appear when generations have 
])erfected it, in all its magnificance and glory ; in its means of good 
to man, to all men of aJJ class-cs : in its power to evolve and diffuse 
practical knoAvledge and skill, true taste, love of industry, and 
sound morality — not only through its apparatus, experiments, 
instructions, and annual lectures and reports, but through its 

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75 

thousands of graduates, in every pursuit of life, teacliing and 
lecturing in all our towns and villages ; and then let him seriously 
ask himself, is not such an object worthy of at least an effort, 
and worthy of a state which God himself, in the very act of cre- 
ation, designed to be the first agricultural and commercial state 
on the face of the globe? 

AVho should set the world so glorious an example of educating 
their sons worthily of their heritage, their duty, and their destiny^ 
if not the people of such a state? In our country we have no 
aristocracy, with the inalienable wealth of ages and constant 
leisure and means to perform all manner of useful experiments 
for their own amusement; but we must create our nobility for 
this purpose, as we elect our rulers, from our own ranks, to aid 
and serve, not to domineer over and control us. And this done, 
we will not only beat England, but beat the world in yachts, and 
locks, and reapers, but in all else that contributes to the well 
being and true glory of man. 

I maintain that, if every farmer's and mechanic's son in this 
state could now visit such an institution but for a single day 
in the year, it would do him more good in arousing and directing 
the dormant energies of mind, than all the cost incurred, and far 
more good than many a six months of professed study of things 
he will never need and never want to know. 

As things now are, our best farmers and mechanics, by their 
own native force of mind, by the slow process of individual 
experience, come to know, at forty, what they might have been 
taught in six months at twenty; while a still greater number of 
the less fortunate or less gifted, stumble on through life, almost as 
ignorant of every true principle of their art as when they begun. 
A man of real skill is amazed at the slovenly ignorance and waste 
he everywhere discovers, on all parts of their premises; and still 
more to hear them boast of their ignorance of all "bookfarming," 
and maintain that ''their children can do as well as they liave 
done ;" and it certainly would be a great pity if they could not. 

Tlie patrons of our University would be found in the former, 
not in the latter class. The man whose highest conception of 
earthly bliss is a log hut, in an uninclosed yard, where pigs of two 

(75) 



76 

species are allowed equal rights, unless the four-legged tribe 
chance to get tlie upper hand, will be found no patron of Indus- 
trial T.'niversities. Why should he be? He knows it all already. 

There is another class of untaught farmers who devote all 
tlieir capital and hired labor to the culture, on a large scale, of 
some single pi'oduct, which always pays well when so produced 
on u fresh soil, even in the most unskillful hands. Now such men 
often increase rapidly in wealth, but it is not by their skill in 
agriculture, for they have none; their skill consists in the man- 
agement of capital and labor, and, deprive them of these, and con- 
fine them to the varied culture of a small farm, and they would 
starve in five years, where a true farmer would amass a small 
fortune. This class are, however, generally, the last friends of 
education, though many a looker-on will cite them as instances 
of the useless^ess of acquired skill in farming, whereas they 
should cite tliera only as a sample <if the resistless power of capital 
even in com]>aratively unskillful hands. 

Such institutions are the only possible remedy for a caste 
educjuion. legislation and literature. If any one class provide for 
their own liljeral education, in the state, as they should do, while 
another class neglect this, it is as inevitable as the law of gravi- 
tation, tluit they should form a ruling caste or class by themselves, 
and wield their power more or less for their own exclusive inter- 
ests and the interests of their friends. 

If the mdustrial were the only educated class in the state, 
the caste power in their hands would be as much stronger (lian 
it now is, as their numbers are greater. But now industrial 
education has been wholly neglected, and the various industrial 
classes left still ignorant of matters of the greatest moment per- 
taining to their vital interests, while the professions have been 
studied till trifles and fooleries have been magnified into matters 
of immense importance, and tornadoes of windy words and bar- 
rels of innocent ink shed over them in vain. 

This, too, is the inevitable result of trying to crowd all liberal, 
practical education into one narrow sphere of human life. It 
crowds their ranks with men totally unfit by nature for profes- 
sional service. Many of these, under a more congenial culture, 

(76) 



77 

luiglit have become, instead of the starving scavengers of a learned 
profession, the honored members of an industrial one. Their 
love of knowledge was indeed amiable and highly commendable; 
but the necessity which drove them from their natural sphere in 
life, in order to obtain it, is truly deplorable. 

But such a system of general education as we now propose, 
would (in ways too numerous now to mention) tend to increase 
the respectability, power, numbers, and resources of the true 
professional class. 

Nor are the advantages of the mental and moral discipline 
of the student to be overlooked; indeed, I should have set them 
down as most important of all, had I not been distinctly aware 
that such an opinion is a most deadly heresy; and I tremble at 
the thought of being arraigned before the tribunal of all the 
monks and ecclesiastics of the old world, and no small number 
of their progeny in the new. 

It is deemed highly important that all in the professional 
■classes should become writers and talkers; hence they are so 
incessantly drilled in all the forms of language, dead and living, 
though it has become quite doubtful whether, even in their case 
such a course is most beneficial, except in the single case, of the 
professors of literature and theology, with whom these languages 
form the foundation of their professions and the indispensable 
instruments of their future life. 

No inconsiderable share, however, of the mental discipline 
that is attributed to this peculiar course of study, arises from 
■dsiily intercourse, for years, with minds of the first order in their 
teachers and comrades, and would be produced under any other 
course, if the parties had remained harmoniously to- 
gether. On the other hand, a classical teacher, who has no orig- 
inal, spontaneous power of thought, and knows nothing but Latin 
and Greek, however perfectly, is enough to stultify a whole gen- 
eration of boys and make them all ijedantic fools like himself. 
The idea of infusing mind, or creating, or even materially increas- 
ing it by the daily inculcation of unintelligible words — all 
this awful wringing to get blood out of a turnip — will, at any 
rate, never succeed except in the hands of the eminently wise 



78 

and prudent, who liave had long experience in the process; the 
plain, blunt sense of the unsophisticated will never realize cost 
in the operation. There are, moreover, probably, few men who do 
not already talk more, in proportion to what they really know, 
than they ought to. This chronic diarrhoea of exhortation, which 
the social atmosphere of the age tends to engender, tends far less 
to public health than many suppose. The history of the Quakers 
shows, that more sound sense, a purer morality, and a more 
elevated practical piety can exist, and does exist, entirely without 
it, than is commonly found with it. 

At all events, we find, as society becomes less conservative and 
pedantic, and more truly and practically enlightened, a growing 
tendency of all other classes, except the literary and clerical, to 
omit this supposed linguistic discipline, and apply themselves 
directly to the more immediate duties of their calling ; and, aside 
from some little inconvenience at first in being outside of caste,, 
that they do not succeed quite as well in advancing their own 
interests in life and the true interests of society, there is no 
sufficient proof. 

Indeed I think the exclusive and extravagant claims set up 
for ancient lore, as a means of disciplining the reasoning powers,, 
simply ridiculous, when examined in the light of those ancient 
worthies who produced that literature, or the modern ones who 
have been most devoted to its pursuit in this country and in 
Europe. If it produces infallible practical reasoners, we have a 
great many thousand infallible antagonistic truths, and ten 
thousand conflicting paths of right, interest, duty and salva- 
tion. — If any man will just be at the trouble to open his eyes and 
ears, he can perceive at a glance how much this evasive discipline 
really does and has done for the reasoning faculty of man, and 
how much for the power of sophistical cant, and stereotyped 
nonsense ; so that if obvious facts, instead of verbose declamation, 
are to have any weight in the case, I am willing to join issue 
with the opposers of the proposed scheme, even on the bare 
ground of its superior adaptation to develop tlie mental power 
of its pupils. 



(78) 



79 

The most natural and effectual mental discipline possible 
for any man, arises from setting him to earnest and constant 
thought about the things he daily does, sees, and handles, and 
all their connected relations and interests. The final object to 
be attained, with the industrial class, is to make them Thinking 
Laboreks; while of the professional class we should desire to 
mjtikfe Laborious Thinkers: the production of goods to feed 
and adorn the body being the final end of one class of pursuits, 
and the production of thought to do the same for the mind, the 
end of the other. — But neither mind nor body can feed on the 
offals of preceding generations. And this constantly recurring- 
necessity of reproduction, leaves an equally honorable, though 
somewhat different, career of labor and duty open to both ; and, 
it is readily admitted, should and must vary their modes of 
education and preparation accordingly. 

It may do for the man of books to x^lunge at once amid the 
catacombs of buried nations and languages, to soar to Greece, 
or Rome, or Nova-Zembla, Kamtschatka, and the fixed stars, 
before he knows how to plant his own beans, or harness his own 
horse, or can tell whether the functions of his own body are 
performed by a heart, stomach, and lungs, or with a gizzard 
and gills. 

But for the man of work thus to bolt away at once from 
himself and all his pursuits in after life, contravenes the plainest 
principles of nature and common sense. No wonder such edu- 
cators have ever deemed the liberal culture of the industrial 
classes an impossibility; for they have never tried nor even con- 
ceived of any other way of educating them except that by which 
they are rendered totally unfit for their several callings in after 
life. — How absurd would it seem to set a clergyman to plowing 
and studying the depredations of blights, insects, the growing of 
crops, &c., &c., in order to give him habits of thought and mental 
discipline for the pulpit; yet, this is not half as ridiculous, in 
reality, as the reverse absurdity of attempting to educate the 
man of work in unknown tongues, abstract problems and theories, 
and metaphysical figments and quibbles. 



(79) 



80 

Some, doubtless, will regard the themes of such a course of 
education as too sensuous and gross to lie at the basis of a pure 
and elevated mental culture. But the themes themselves cover 
all possible knowledge and all -modes and phases of science, ab- 
stract, mixed and practical. In short, the field embraces all that 
God has made, and all that human art has done, and if the 
created Universe of God and the highest art of man are too 
gross for our refined uses, it is a pity the ''morning stars and 
the sons of God" did not find it out as soon as the blunder was 
made. But, in my opinion, these topics are of quite as much 
consequence to the well-being of man and the healthful develop- 
ment of mind, as the concoction of the final nostrum in medicine 
or the ultimate figment in theology and law, conjectures about the 
galaxy or the Greek accent; unless, indeed, the pedantic profes- 
sional trifles of one man in a thousand are of more consequence 
than the daily vital interests of all the rest of mankind. 

But can such an institution be created and endowed? Doubt- 
less it can be done, and done at once, if the industrial classes so 
decide. Tlie fund given to this state by the general government, 
expressly for this purpose, is amply sufficient, without a dollar 
from any other source; and it is a mean, if not an illegal per- 
version of this fund, to use it for any other purpose. It was given 
to the people, the whole people of this state — not for a class, 
a party, or sect, or conglomeration of sects; not for common 
schools, ov family schools, or classical schools; but for 
^'An University," or seminary of a high order, in which 
should of course be taught all those things whicli every 
class of the citizens most desire to learn — their own duty and 
business for life. This, and this alone, is an University in the 
true, original sense of the term. And if an Institution which 
teaclies all that is needful only for the three professions of law, 
divinity, and medicine, is, therefore, an University, surely one 
that teaches all that is needful for all the varied professions of 
human life, is far more deserving of the name and the endow- 
ments of an University. 

But in whose hands sliall tlie guardiansliip and oversight 
of tliis fund be phu-ed, in order to make it of any real use for 

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81 

►siicli a purpose? I answer, without hesitation and without 
fear, that this whole interest should, from the first, be placed 
directly in the hands of the people, and the whole people, with- 
out any mediators or advisers, legislative or ecclesiastical, save 
only their own appointed agents, and their own jurors and courts 
of justice, to which, of course, all alike must submit. It was 
given to the people, and is the property of the people, not of 
legislators, parties, or sects, and they ought to have the whole 
control of it, so far as is possible consistently with a due security 
of the funds and needful stability of plans of action and instruc- 
tion. This control I believe they will be found abundantly able to 
exercise; and more than this no well informed man would desire. 
The reasons for placing it at once and forever beyond all 
legislative and ecclesiastical control, are obvious to all. For if 
under the former, it will continually exist as the mere tool of the 
dominant party, and the object of jealous fear and hatred of 
their opponents; or else it will become the mere foot ball of all 
parties, to be kicked hither and thither as the party interests 
and passion of the hour may dictate. We well know how many 
millions of money have been worse than thrown away by placino- 
professed seminaries of learning under the influence of 
party passion, through legislative control. And it is surely 
a matter of devout gratitude that our legislators have had wisdom 
enough to see and feel this difficulty, and that they have been 
led, from various causes, to hold this fund free from all com- 
mitment to the present hour, when the people begin to be con- 
vinced that they need it, and can safely control it; and no legis- 
lator but an aristocrat or a demagogue would desire to see it 
m other hands. 

The same difficulty occurs as regards sects.— Let the insti- 
tution be managed ever so well by any one party or sect, it is still 
certain their opponents will stand aloof from it, if not oppose 
and malign it for that very reason. Hence, all will see at once, 
that the greatest possible care should be taken to free it from, 
not only the reality, but even from the suspicion of any such 
influence.— Should the party in power, when the charter may be 
granted, appoint a majority of the board of trustees from^ the 

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82 

parties iu the minority, it would show a proper spirit, and be in 
all coming time, an example of true magnanimity, which their 
opponents could not fail to respect and to imitate, and which 
the people at large would highly approve. A victorious hero 
can afford to be generous as well as brave — none worthy of a 
triumph can afford to be otherwise. In all future appointments, 
also, the candidates should be elected with such an evi- 
dent regard to merit, and disregard of all political and sectarian 
relations, as to ever carry the conviction that the equal good of 
the whole alone is sought. There can be no great difficulty in 
accomplishing all this, if it is well known in the outset that 
the people will keep their eye closely upon that man, whoever 
he may be, who by any bargaining for votes, or any direct or 
indirect local, sinister, or selfish action or influence, or any evas- 
ion or postponement, or by any desire to tamper and amend, 
merely to show himself off to advantage, shall in any way em- 
barrass or endanger this greatest of all interests ever committed 
to a free state — the interest of properly and worthily educating 
all the sons of her soil. Let the people set on such a man, if 
the miscreant wretch lives, for all future time, a mark as much 
blacker than the mark set on Cain, as midnight is darker than 
noon-day. This is a question, above all others, that a man who 
is a man, will desire to meet openly and frankly, like a man. 
Will our legislators do it? I, for one, believe they will. I shall 
not believe the contrary till it is proved; and I will even suggest, 
in general, a mode by which the great end may be safely gained. 
Let others, however, suggest a better one, and I will clieerfully 
accord with it. 

Let the Governor of the State nominate at board of trust for 
the funds of the Institution. Let this board consist of five of 
the most able and discreet men in the State, and let at least four 
of them be taken from each of the extreme corners of the State, 
so remote from all proximity to the possible location of the Insti- 
tution, both in person and in property, as to be free from all 
suspicion of partiality. Let the Senate confirm such nomination. 
Let tliis board be sworn to locate the Institution from a regard 
to the interests and convenience of the people of the whole 

(82) 



83 

State. And when thej have so done that let them be empowered 
to elect twelve new members of their own body, with perpetual 
power of filling their own vacancies, each choice requiring a 
vote of two-thirds of the whole body, and upon any failure to 
elect at the api^oiuted annual meeting, the Governor of the State 
to fill the vacancy for one year, if requested by any member of 
the board so to do. Let any member of the board who shall 
be absent from any part of its annual meetings, thereby forfeit his 
seat, unless detained by sickness, certified at the time, and the 
board on that occasion fill the vacancy, either by his re-election, 
or by the choice of some other man. Let the funds then, by the 
same act, pass into the hands of the trustees so organized, as a 
perpetual trust, they giving proper bonds for the same, to be 
used for the endowment and erection of an Industrial University 
for the State of Illinois. 

This board, so constituted, would be, and ought to be, 
responsible to no legislature, sect, or party, but directly to the 
people themselves — to each and every citizen, in the courts of 
law and justice, so that, should any trustee of the institution 
neglect, abuse, or pervert his trust to any selfish, local, political, 
or sectarian end, or show himself incompetent for its exercise, 
every other member of the board and every citizen at large 
should have the right of impeaching him before the proper 
court, and, if guilty, the court should discharge him and order his 
place to be filled by a more suitable man. Due care should be 
taken, of course, to guard against malicious prosecutions. 

Doubtless objections can be urged against this plan, and 
all others that can be proposed. Most of them may be at once 
anticipated, but there is not space enough to notice them here. 
Some, for example, cherish an ardent and praiseworthy desire 
for the perfection of our common schools, and desire still longer 
to use that fund for that purpose. But no one imagines that 
it can long be kept for that use, and if it could, I think it plain 
that the lower schools of all sorts would be far more benefitted by 
it here than in any other place it could be put. 

Others may feel a little alarm, when, for the first time in 
the history of the world, they see the millions throwing them- 

(83) 



84 

selves aloof from all political and ecclesiastical control, and at- 
tempting to devise a system of liberal education for themselves : 
but on mature reflection we trust they will approve the plan : 
or if they are too old to change, their children will. 

I shall enter into no special pleas in favor of this plan of dis- 
posing of our State fund. I am so situated in life that it cannot 
possibly do me any personal good; save only in the just pride 
of seeing the interests of my brethren of the industrial class 
cared for and promoted, as in such an age and such a state they 
ought to be. If they want the benefit of such an institution they 
can have it. If they do not want it, I have not another word to 
say. In their own will, alone, lies their own destiny, and that 
of their children. 

Respectfully submitted, 

J. B. Turner. 



(84) 



85 
SPEINGFIELD CONVENTION. 



The Second Convention was held at Springfield, June 
8, 1852. A controversy there arose between the members of the 
Industrial Convention, and the advocates and representatives 
of some few of the old classical and theological colleges, who 
were admitted by courtesy to participate in the debates of the 
convention, which consumed most of the time of the convention, 
and but little, if any, impression for good, was made upon the 
public mind. 

These colleges desired to be made, themselves, the instru- 
ments through which the funds of the State should be applied 
to the education of the industrial classes. This, the representa- 
tives of these classes have at all times, in all their conventions, 
unanimously and steadfastly opposed. 

At that meeting, however, the following memorial was pre- 
sented to the Legislature: 

Illinois Industrial Convention. 
Memorial of the Industrial Convention to the Senate and House 

of Representatives of the State of Illinois. 

The Convention of the friends of the Industrial University, 
proposed to the consideration of the people of Illinois, by the 
Granville convention, whose report is alluded to in the message of 
the Governor of the State, beg leave to submit to the considera- 
tion of the Senators and iRepresentatives of the people, the fol- 
lowing memorial: 

But three general modes have been publicly proposed for 
the use of the College and Seminary funds of the State. 

I. The perpetual continuance of their use for com- 
mon school purposes, is not seriously expected by any one, but 
only their temporary use as a loan for this noble object. 

II. The equal distribution of their proceeds among the 
ten or twelve colleges in charge of the various religious denom- 
inations of the State, either now in existence or soon to arise 
and claim their share in these funds, and the equally just claim of 
Medical and other Institutions for their share, it is thought 
by your memorialists, would produce too great a division to 

(85) 



86 

render these funds of much practical value either to these Insti- 
tutionss or to the people of the State. Nor do they consider that 
it would make any practical ditfereuce, in this regard, whether 
the funds were paid directly by the State over to the Trustees 
A tliese Institutions, or disbursed indirectly through a new board 
of overseers or llegents to be called the University of Illinois. 
The plan of attempting to elect by State authority, some smaller 
number of these institutions to enjoy the benefit of the funds, on 
the one hand, to the exclusion of others, or attempting to endow 
them all so as to fit them for the great practical uses of the indus- 
trial classes of the State, we trust your honorable bodies will see 
at once to be still more impracticable and absurd, if not radically 
unequal and unjust in a free State like ours. 

III. Your memorialists therefore desire not the dispersion 
by any mode, either direct or indirect, of these funds; but their 
continued preservation and concentration for the equal use of all 
classes of our citizens, and especially to meet the pressing neces- 
sities of the great industrial classes and interests of the State, 
in accordance with the principles suggested in the message of 
his Excellency the Governor of the State, to your honorable 
bodies; and also in the recent message of Governor Hunt of New 
York, to the legislature of that State, and sanctioned by the 
approval of many of the wisest and most patriotic statesmen in 
this and other States. 

The report of the Granville Convention of farmers, herewith 
submitted and alluded to, as above noticed in the message of our 
Chief Magistrate, may be considered as one and as only one, of the 
various modes in which this desirable end may be reached, and 
is alluded to in this connexion as being the only published docu- 
ment of any convention on this subject, and as a general illustra- 
tion of what your petitioners would desire, when the wisdom of 
the Senators and Representatives of tlie people shall have duly 
modified and perfected the general plan proposed, so as to fit it 
to the present resources and necessities of the State. 

We desire that some beginning should be made, as soon as 
our statesmen may deem prudent so to do, to realize the high 
and noble ends for tlie people of tlie State, proposed in each and 

(86) 



87 

all of the documents above alluded to. And if possible on a 
suflftciently extensive scale, to honorably justify a successful 
appeal to congress, in conjunction with eminent citizens and 
statesmen in other States, who have expressed their readiness to 
co-operate with us, for an appropriation of public lands for each 
State in the Union for the appropriate endowment of Univer- 
sities for the liberal education of the Industrial Classes in their 
several pursuits in each State in the Union. 

And in this rich, and at least prospectively, powerful State, 
acting in co-operation with the vast energies and resources of 
this mighty confederation of united republics, even very small 
beginnings properly directed, may at no very remote day result 
in consequences more wonderful and beneficient than the most 
daring mind would now venture to predict or even conceive. 

In the appropriation of those funds your memorialists would 
especially desire that a department for normal school teaching, 
to thoroughly qualify teachers for county and district schools, 
and an appropriate provision for the practical education of the 
destitute orphans of the State, should not be forgotten. 

We think that the object at which we aim must so readily 
commend itself to the good sense and patriotism, both of our 
people, rulers and statesmen, when once fully and clearly under- 
stood, that we refrain from all argument in its favor. 

We ask only that one institution for the numerous Indus- 
trial Classes, the teachers and orphans of this State, and of each 
State, should be endowed on the same general principles, and to 
the same relative extent as some one of the numerous Institutions 
now existing in each State for the more especial benefit of the 
comparatively very limited classes in the three learned profes- 
sions. If this is deemed immoderate or even impracticable we 
will thankfully accept even less. 

As to the objection that States cannot properly manage lit- 
erary institutions, all history shows that States in this country, 
and in Europe, which have attempted to manage them by proper 
methods, constituting a vast majority of the whole, have fully 
succeeded in tlieir aim. While the few around us whicli have 
attempted to endow and organize them on wrong principles — con- 

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88 

demned by all experience, have of course failed. Nor can a State 
charter and originate Railroads or manage any other interest, 
except by proper methods and through proper agents. And 
a people or a State that cannot learn in time, to manage properly 
and eflQciently all these interests, and especially the great inter- 
ests of self -education, is obviously unfit for self-government, which 
we are not willing as yet to admit in reference to any State in 
the Union and least of all our own. 

With these sentiments deeply impressed on our hearts, and 
on the hearts of many of our more enlightened fellow citizens, 
your memorialists will never cease to pray your honorable bodies 
for that effective aid which you alone can grant. 

Respectfully submitted, 
By order of the Committee of the Convention, 

J. B. Turner, Chairman. 



The Third Convention was held at Chicago, Nov. 24, 1852. 

At this convention much important business was transacted, 
and many interesting views suggested, and speeches thereon, made 
and reported. 

Among other things, it was resolved to organize "The In- 

nUS'JTv[AL J^EAGTJE OF THE STATE OF ILLINOIS/^ which haS sluce 

been chartered by our Legislature, empowered to raise a 
fund, by subscription from the members, of ten cents each, per 
annum, and by voluntary contributions, to be applied to the for- 
warding of tlie objects of the convention, and promoting the inter- 
ests of llie industrial classes. 

1st. "By disseminating information both written and printed 
on this subject." 

2d. "By keeping up a concert of action among the friends of 
the industrial classes." 

3d. "By the employment of lecturers, to address citizens in 
all parts of the state." "Prof. J. B. Turner, of Jacksonville was 
appointed principal Director." 

"Jol:ii Gage, of Lake county, Bronson Murray of La Salle co., 
Dr. L. S. Pennington, of Wliiteside co., J. T. Little, of Fulton co., 
and Wm. A. Pennell, of Putnam co., Associate Directors. 

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89 

It was also "resolved, that this Convention memorialize Con- 
gress for the purpose of obtaining a grant of public lands to estab- 
lish and endow Industrial Institutions in each and every State in 
the Union." 

"The plan for an Industrial University, submitted by Prof. 
Turner to the Granville Convention," (reprinted above,) "was 
then called for, and a motion passed to discuss its principles by 
sections; whereupon, after thus reading and discussing of its 
various sections, the general principles of the plan were ap- 
proved." 

It was also "voted unanimously, that a department for the 
education of common-school teachers be considered an essential 
feature of the plan," 

"Prof. J. B. Turner, of Jacksonville, Wm. Gooding, of Lock- 
port, and Dr. John A. Kennicott, of Northfleld, were appointed 
a committee to report a plan to the next convention, and to 
memorialize the Legislature for the application of the college and 
seminary funds to this object, in accordance with the acts and 
ordinances of Congress, &c." 

"J. B. Turner, L. S. Bullock and Ira L. Peck, were also 
appointed a committee to prepare an address to the citizens of 
this State, on the subject of Industrial Education, and the estab- 
lishment of an Industrial Institution. 

The Fourth Convention was holden at Springfield on the 
8th of January, 1853. 

At this meeting, also, a great many items of a miscellaneous 
character were brought before the Convention, and discussed 
and decided upon ; in almost every case by a unanimous vote. 

The greatest harmony and good feeling prevailed among all 
the members and delegates, and the representatives and executive 
officers of the people, in the Legislature ; many of whom, from all 
parts of the State, took the deepest interest in the subject, and 
made noble and eloquent speeches at their evening session, in 
the Senate chamber in its behalf. It was 

Resolved, That inasmuch as any detailed plan of public instruction can 
only be decided and acted upon by the Trustees, Directors or other officers of the 
desired institution, when created, it is not expedient to attempt to fix upon any 

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90 

such details in any preliminary conventions of the people ; and that the committee 
appointed to report on that subject, be discharged from further duty. 

The duties and terms of office of the League, were, also, pre- 
scribed by this convention. 

After the adjournment of the convention, the following 
memorial was written, at the request of the committee, by the 
author and signed by the President of the convention and pre- 
sented to the legislature in accordance with a resolution passed 
by the convention: 

MEMORIAL 

Of the Fourth Industrial Convention of the State of 

Illinois. 

To the Honorahle Senate and House of Representatives of the 

State of Illinois : 

We would respectfully represent: That we are members of 
the industrial classes of this state, actively and personally en- 
gaged in agricultural and mechanical pursuits, vVe are daily 
made to feel our own practical ignorance, and the misapplication 
of toil and labor, and the enormous waste of i^roducts, means, 
materials, and resources that result from it. We are aware that 
all this evil to ourselves and our country, results from a want 
of knowledge of those principles and laws of nature that underlie 
our various j)rofessions, and of the proper means of a practical 
application of existing knowledge to those pursuits. We rejoice 
to know that our brethren in the several learned professions 
have to a good degree availed themselves of these advantages, 
and have for years enjoyed tlieir benefit. They have universities 
and colleges, with apparatus, libraries voluminous and vast, able 
and learned professors and teachers, constantly discovering new 
facts, and applying all known principles and truths directly to 
the practical uses of their several professions and pursuits. This 
is as it should be. But we have neither universities, colleges, 
books, libraries, apparatus, or teachers, adapted or designed to 
concentrate and apply even all existing knowledge to our pur- 
suits, much less have we the means of efficiently exploring and 

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91 

examining the vast practical unknown that daily lies all around 
us, spreading darkness and ruin upon our best laid plans, blight- 
ing our hopes, diminishing our resources, and working inevitable 
evil and loss to ourselves, to our families and to our country. 
Some think one-half — no intelligent man thinks that less than 
one-third or one-fourth of the entire labor and products of our 
state, are made an annual sacrifice to this needless ignorance and 
waste. Knowledge alone, here, is power, and our relief is as 
clearly obvious as our wants. We need the same thorough and 
practical application of knowledge to our pursuits, that the 
learned professions enjoy in theirs, through their universities and 
their literature, schools and libraries that have grown out of 
them. For even though knowledge may exist, it is perfectly 
powerless until properly applied, and we have not the means of 
applying it. What sort of generals and soldiers would all our 
national science (and art) make if we had no military academies 
to take that knowledge and apply it directly and specifically to 
military life? 

Are our classic universities, our law, medicine, and divinity 
schools adapted to make good generals and warriors? Just as 
well as they are to make farmers and mechanics, and no better. — 
Is the defence, then, of our resources of more actual consequence 
than their production? Why then should the state care for the 
one, and neglect the other? 

According to recent publication only 1 in 260 of the popula- 
tion of our own state are engaged in professional life, and not 
one in 200 in the Union generally. A great proportion even of 
these never enjoyed the advantages of our classical and profes- 
sional schools. But there are in the United States 225 principal 
universities, colleges and seminaries, schools, &c., devoted to the 
interest of the professional classes, besides many smaller ones, 
while there is not a single one, with liberal endowments, designed 
for the liberal and practical education of the industrial classes 
No West Point as yet beams upon the horizon of their hope ; true, 
as yet, our boundless national resources keep us, like the children 
of Japhet emigrating from the Ark, from the miserable degreda- 
tion and want of older empires; but the resources themselves 

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92 

lie all undeveloped in some directions, wasted and misapplied in 
others, and rapidly vanishing away as centuries roll onward, 
under the ignorance or unskillfulness that directs them. We, 
the members of the industrial classes are still compelled to work 
empirically and blindly, without needful bo^oks, schools or means, 
by the slow process of that individual experience that lives and 
dies with the man. Our professional brethren, through their 
universities, schools, teachers, and libraries, combine and con- 
centrate the practical experience of ages in each man's life. We 
need the same. 

In monarchial Europe, through their polytechnic and agri- 
cultural schools, some successful effort has been made, in some 
departments and classes, to meet this great want of the age. 

But in our democratic country, though entirely industrial 
and practical in all its aims and ends, no such effort has been 
efficiently made. We have in our own State no such institution, 
and no practical combination of resources and means, that can 
ever produce one worthy of the end. We have not even a "Normal 
School'' for the education of our teachers, nor half a supply of 
efficient teachers even for our own common schools; and never 
can have without more attention to the indispensable means for 
their production. Hence, our common schools are, and must 
continue to be, to a great extent, inefiScient and languishing, if not 
absolute nuisances on our soil, as in some cases they now are. But 
the common school interest is the great hope of our country ; and 
we only desire to render it efficient and useful, in the only way it 
can be done ; by rearing up for it competent and efficient teachers, 
in the normal department of our industrial universities. Knowing 
that knowledge, like light and water, runs downward, not up- 
ward, tlirough human society, we would begin with tlie suns and 
fountains, and not with the candles and puddles, and pour the 
light and water of life down through every avenue of darkness 
below, and not begin with the darkness and drought, and attempt 
to evolve and force it upward. No state ever did or ever will suc- 
ceed by this latter process. The teacher is the first man souglit, 
and the life and light of the whole thing, from the university 
downward. 

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To this end, concentration is the first indispensable step. 
Leaving all our common school funds untouched, as they now are, 
the proposed distribution of our university fund, amounting to 
about 1150,000, will illustrate this point. The annual interest of 
this, at 6 per cent, is about |9,000. If this should be divided 
among our ten or fifteen colleges, it would give them only from 
|600 to $900 each, per annum. Divided among our hundred 
counties, it would give $90 to each county, for a high school or 
any other purpose. Divided as it now is among the million of our 
people, it gives 9 mills, or less than one cent to each person. Con- 
centrated upon an industrial university, it would furnish an an- 
nual corps of skillful teachers and lecturers, through its normal 
school, to go through all our towns and counties, create, establish 
and instruct Ij^ceums, high schools and common schools, of all 
sorts, and through its agricultural and mechanical departments, 
concentrating and diffusing the benefits of practical knowledge 
and experience over all our emploj^ments and pursuits, our farms 
and shops. Here as elsewhere, the sun must exist before the 
diamonds and dewdrops can shine. The mountain heights must 
send down their rills and their torrents, gathered from 
their own flood and the boundless resources of the ocean and the 
sky, before the desert can blossom as the rose. Money, however 
much or little, concentrated in logs, clapboards and brick, enclos- 
ing a herd of listless, uneasy, and mischievous children, cannot 
make a common school. The living teacher must be there — living 
not dead; for dead teachers only make dead scholars the more 
dead. Nor can grammar, language, metaphysics, or abstract sci- 
ence, however accurate, voluminous and vast, ever diffuse new 
life and new energy into our industrial pursuits. There, prac- 
tical apparatus, the thorough and accurate needful experiments, 
as Avell the living and practical teachers are needed, in order 
to begin the great work. This is necessarily expensive, quite be- 
yond even the anticipated resources of our existing institutions. 
Hence again, we need concentration, and not a miserable useless 
and utterly wasteful diffusion of our resources and means. 

Throughout our State, and throughout the whole civilized 
world, in all ages, where there has been most neglect of univer- 

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94 

sities and high seminaries, and most reliance placed by the people 
in the miserable pittance doled out to them by the state, like so 
many paupers, for the support of common schools, precisely there 
the common school will be found, for the inevitable reasons above 
indicated, most inefficient, weak and worthless, if not positive 
nuisances to society, and, whenever the reverse is found, the 
reverse influences of life, light, animation and hojje beam forth 
from the schools at once. 

We repeat it, the common school is our great end, our last 
hope and final joy. But we would reach and reanimate it under 
the guidance of practical common sense, as all experience shows 
it must be done, as it only can be done, and we would reach the 
vital, practical interests of our industrial pursuits, by precisely 
the same means, and on precisely the same well known and thor- 
oughly tried plans and principles. We seek no novelties. We 
desire no new principles. We only wish to apply, to the great 
interest of the common school and the industrial classes, precisely 
the same principles of mental discipline and thorough scientific 
practical instruction, in all their pursuits and interests, which 
are now applied to the professional and military classes. 

The effect this must have in disciplining, elevating and refin- 
ing the minds and morals of our people, increasing their wealth 
and their power at home, and their respect abroad, developing 
not only the resources of their minds, but their soil and treasures 
of mineral, and perfecting all their material products and arts, 
cannot but be seen by every intelligent mind. 

No other enterprise so richly deserves, and so urgently de- 
mands the united effort of our national strength. 

We would, therefore, respectfully petition the honorable 
Senate and House of Representatives of the State of Illinois, that 
they present a united memorial to the Congress now assembled 
at Washington to appropriate to each State in the Union an 
amount of public lands not less in value than five hundred thou- 
sand dollars, for the liberal endowment of a system of industrial 
universities; one in each state in the Union, to co-operate with 
each other and with the Smithsonian Institute at Washington, 
for the more liberal and practical education of our industrial 

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95 

classes and their teachers, in their various pursuits, for the pro- 
duction of knowledge and literature needful in those pursuits, 
and developing to the fullest and most perfect extent the resources 
of our soil and our arts, the virtue and intelligence of our people, 
and the true glory of our common country. 

We would further petition that the executive and legislature 
of our sister States, be invited to co-operate with us in this enter- 
prise, and that a copy of the memorial of this legislature be 
forwarded by the governor to the governors and Senates of the 
several States. 

We w^ould also petition that the University fund of this 
State, if not at once applied to these practical uses, be allowed to 
remain where it now is, and its interest applied to present uses, 
until such time as the people shall be prepared to direct it to 
some more efficient use. 

By order of the convention. 

Beonson Murray^ President. 

A similar memorial was submitted to the convention by the 
committee consisting of his Excellency, Gov. French, Hon. David 
L. Gregg and Dr. L. S. Pennington, appointed by the Chicago 
Convention and accepted and forwarded to Congress, as ordered 
by that Convention. 

These memorials were presented to the Senate and Representa- 
tives of Illinois then in session, and the merits of the plan fully 
discussed by able and eloquent advocates, and the following reso- 
lutions were unanimously passed by both houses and received 
the approbation of the executive. 

Resolutions 

Of the General Assembly of the State of Illinois, Relative to the 
Establishment of Industrial Universities, and for the Encour- 
agement of Practical and General Education among the 
People — Unanimously Adopted. 

Whereas, The spirit and progress of this age and country demand the culture 
of the highest order of intellectual attainment in theoretic and industrial science: 
And whereas, it is impossible that cur commerce and prosperity will continue to 
increase without calling into requisition all the elements of internal thrift arising 
from the labors of the farmer, the mechanic, and the manufacturer, by every 

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96 

fostering effort within the reach of the government: And whereas, a system of 
Industrial Universities, liberally endowed in each State of the Union, co-operative 
with each other, and the Smithsonian Institution at Washington, would develop 
a more liberal and practical education among the people, tend the more to intel- 
lectualize the rising generation, and eminently, conduce to the virtue, intelligence 
and true glory of our common country, therefore, be it 

Resolved, by the House of Representatives, the Senate concurring herein, 
That our Senators in Congress be instructed, and our Representatives be requested, 
to use their best exertions to procure the passage of a law of Congress donating 
to each State in the Union an amount of public lands not less in value than five 
hundred thousand dollars, for the liberal endowment of a system of Industrial 
Universities, one in each State in tlie Union, to co-operate with each other, and 
with the Smithsonian Institution at Washington, for the more liberal and prac- 
tical education of our industrial classes and their teachers ; a liberal and varied 
education adapted to the manifold want of a practical and enterprising people, 
and a provision for such educational facilities, being in manifest concurrence with 
the intimations of the popular will, it urgently demands the united efforts of our 
national strength. 

Resolved, That the Governor is hereby authorized to forward a copy of the 
foregoing resolutions to our Senators and Representatives in Congress, and to the 
Executive and Legislature of each of our sister States, inviting them to co-operate 
with us in this meritorious enterprise. 

John Reynolds, 
Speaker of the House of Representatives 

G. KOERNER, 

Speaker of the Senate. 
J. A. Matteson. 

Approved, February 8, 1853. 
A true copy : Attest, 

Alexander Starne, Sec'y of State. 

We give the following as a sample of the sentiments of the 
press, at home and abroad upon the above resolutions : 

"Education for the People." — The New York Tribune of 
Feb. :26th, has the following remarks, subjoined to the joint reso- 
lutions passed by our General Assembly, relative to the estab- 
lisliment of Industrial Universities, and for the encouragement 
of practical and general education among the people: 

"Here is the principle contended for by the friends of prac- 
tical education abundantly confirmed, with a plan for its immedi- 
ate realization. And it is worthy of note, that one of the most 
extensive of public land (or new) States proposes a magnificent 

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97 

donation of public lands to each of the States, in furtherance of 
the idea. Whether that precise form of aid to the project is most 
judicious and likely to be effective, we will not here consider. 
Suffice it that the legislature of Illinois has taken a noble step 
forward, in a most liberal and patriotic spirit, for which its mem- 
bers will be heartily thanked by thousands throughout the Union. 
We feel that this step has materially hastened the coming of 
scientific and practical education for all who desire and are 
willing to work for it. It cannot come too soon. III. Jour/' 

The "Central Illinois Times," a newspaper published at 
Bloomington, gives utterance to the following, affixed to the reso- 
lutions respecting the establishment of Industrial Universities: 

"The above is undoubtedly of more interest and importance 
to the people of this State, than any measure which came before 
the legislature during the late session. It contains a wholesome 
principle of prosperity and advancement, which will, if fully 
carried out, tend to elevate and improve the condition of the 
honest hard working farmer. We have always held that the first 
object of government is to afford protection to the working classes, 
for in them lies the strength and glory of the nation. Without 
protection they will become weak, inactive and careless, with it 
they are encouraged at every step, and reap reward abundantly 
to satisfy every want. 

The resolutions meet our approbation fully, and we hope 
that other States, and Congress, may well consider the matter, 
and finall}^ mould it into a law." 

It may not be improper here to give a few extracts, showing 
how the enterprise is regarded by the public press, and by able 
and influential divines and statesmen in other States. The testi- 
monials on hand are very numerous, but space here can be spared 
for only a very few extracts, as specimens of the whole. 

It will be needless to remark upon the sentiments of the press 
at home, or in the West, generally, as that is sufficiently well 
known to all. 

Says Governor Hunt, in his message to the New York legis- 
lature. 

"Much interest has been manifested for some years past in 
favor of creating an institution for the advancement of agricul- 

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98 

tural science and of knowledge in the mechanic arts. The views 
in favor of this measure expressed in my last annual communica- 
tion remain unchanged. My impressions are still favorable to 
the plan of combining in one college two distinct departments 
for instruction in agricultural and mechanical science; I 
would respectfully recommend that a sufficient portion of the 
proceeds of the next sale of lands for taxes be appropriated to the 
erection of an institution which shall stand as a lasting memorial 
of our munificence, and contribute to the diffusion of intelligence 
among the producing classes, during all future time." 

Similar sentiments expressed by our own late Chief Magis- 
trate, Governor French, will be remembered by all. 

Says the Hon. Marshall P. Wilder, before the Berkshire 
Agricultural Society, Mass. : 

"For want of knowledge, millions of dollars are now, annually 
lost by the commonwealth, by the misapplication of capital and 
labor in industry. On these points we want a system of experi- 
ments directed by scientific knowledge. Are they not important 
to our farmers? Neither the agricultural papers, periodicals or 
societies, or any other agents now in operation, are deemed suf- 
ficient for all that is desirable. 

We plead that the means and advantages of a professional 
education should be placed within the reach of our farmers. 

This would not only be one of the most important steps ever 
taken by the commonwealth for its permanent advancement and 
prosperity, but would add another wreath to her renown for the 
protection of our industry and the elevation of her Sons. 

Said Kev. Mr. Hitchcock, president of Amherst College, — 
while advocating the endowments of such institutions before the 
Massachusetts Board of Agriculture, 1851 : 

"I have been a lecturer on chemistry for twenty years. T 
have tried a great many experiments, in that time, but I do not 
know of any experiments so delicate or so difficult as the farmer 
is trying every week. The experiments of the laboratory 
are not to be compared to them. You have a half dozen sciences 
which are concerned in the operation of a farm. There is to be 
a delicate balancing of all these, as every farmer knows. To sup- 

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pose that a man is going to be able, without any knowledge of 
these sciences to make improvements in agriculture by haphazard 
experiments, is, it seems to me, absurd. 

He spoke of the 350 similar schools of which he gave some 
account on his return from Europe, mostly of recent origin, and 
says : 

"This subject has made such rapid progress in Europe, within 
a few years, that I was perfectly amazed to find the facts develop 
themselves as they did, one after another. I do not believe there 
is a class of students of any kind, in our country, who would be 
able to answer one-tenth of the questions which those young men 
answered very readily," (that is in the European agricultural 
schools), — "and going out, as they do, to take charge of other 
schools, they will accomplish much for the benefit of their country, 
as well as by their example in applying their principles for other 
farmers. The people must do this thing — if the people are not 
ready to force government to help them, it will do no good. It 
must he a weighty concern; and individuals, — one would suppose, 
would sink under it." 

Such are the suggestions of one of our most able and experi- 
enced scientific teachers, who has, probably, taken more pains to 
investigate the subject practically, especially during his tour in 
Europe, than any other man in the country. 

At this meeting, after a most thorough discussion of the 
subject by eminent scientific and practical men present, the Massa- 
chusetts Board of Agriculture "resolved that a thorough system- 
atic course of education, is as necessary to prepare the cultivator 
of the soil for pre-eminence in his calling, as to secure excellence 
in any of the schools of science or art : — that for want of such 
an education, millions of dollars, and a vast amount of time, and 
energy are annually lost to the commonwealth, and that the yeo- 
manry have a right to claim from the government the same fos- 
tering care, which is extended to other great interests of the 
community." 

In the memorial to the legislature of Massachusetts, the 
memorialists say : "Your memorialists are not aware, that it is 
any more easy to get a thorough knowledge of husbandry by 

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100 

individual exertion and private study, than it is to acquire, in 
that way, a competent knowledge of law, medicine or divinity, 
and your memorialists know of no way by which that knowledge 
can be attained, but by a regular course of instruction." 

This memorial is signed by some of the most eminent scholars 
and civilians of Massachusetts. Among them appear the names 
of the Honorable Marshall P. Wilder^ Honorable Edward Ever- 
ett^ Honorable Henry W. Cushman^ and John W. Lincoln, &c. 

Do these gentlemen know anytfiing about scholarship, edu- 
cation, practical life and social want, or are they also mere vision- 
ary enthusiasts, seeking to turn the world upside down? 

Massachusetts Legislature. — We find the following in the 
proceedings of the Legislature of Massachusetts. The proposi- 
tion of Mr. Pomeroy was received with marked satisfaction, and 
was read and ordered to be printed. 

Mr. Pomeroy, of Southampton, on leave given, introduced the 
following : 

Resolves Concerning Agriculture. 

Whereas, In view of the increased attention devoted to theoretical and 
practical agriculture, Massachusetts earnestly desires that there be increased 
facilities afiforded for acquiring a more complete and liberal agricultural education, 
and 

Whereas, This and every other State in the Union is largely interested in 
efforts to develop our agricultural resources to an extent worthy of a nation of 
farmers, therefore 

Resolved, That Massachusetts deems it expedient and just that Congress 
appropriate a portion of our public lands to establish and endow a National Normal 
Agricultural College, which shall be to the rural sciences, what West Point 
Academy is to the military, for the purpose of educating teachers and professors 
for service in all the States of the Republic. 

Resolved, That copies of these resolutions be sent by his Excellency, the 
Governor, to our Senators and Representatives at Washington, with the request 
that the subject be brought before the two houses of Congress. 

A convention on the subject of a practical national system 
of university education, was held at Albany, also, Jan. 26, 1853. 
Tills convention was numerously attended by the great and illus- 
trious luminaries of the State, the church and colleges of the 
North and East. A committee of twenty-one was appointed to 
report a plan. 

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101 

Among these appear the names of the venerable President 
Wayland, of Brown University, Bishop Potter, of Pennsylvania^ 
Washington Irving, Gov. Hunt and Senator Dix of New York, 
President Hitchcock, of Amherst College, Professors Webster, 
Dewey, Henry, Bache, Mitchell, of Cincinnati; Pierce of Cam- 
bridge, &c. 

iRev. Dr. Kennedy spoke of "the want that had long been felt 
for institutions different from those already established.'' 

Professor C. S. Henry said, "the welfare of our country was 
in a great degree dependent upon what should be done in regard 
to the proposed university." Rev. Ray Palmer said, "there was 
lack of opportunity for scientific men to perfect themselves in 
their various pursuits, ^and desired that this want should be sup- 
plied to all parts of the country.' " 

Rev. Dr. Wykoff said, "the first desideratum to the estab- 
lishment of the institution was a conviction of its importance. 
When the souls of men are fired up, the money will not be wanting, 
He believed that the proper spirit was abroad — a feeling that 
would redound to the honor and benefit of the people, and that 
the work would be done. The enterprise was one for the masses. 
It would open the path of knowledge for all the youth in the land, 
and from the common school to the highest university, he would 
like to see our educational institutions thrown freely open to all." 

Prof. Henry said, "he would bid the enterprise God speed! 
He deprecated the idea of attempting to establish a university 
at a moderate outlay. One fitted for the wants of this country, 
should throw open its lecture rooms freely, to all who should wish 
to avail themselves of their advantages. It should be the complete 
development of the principle which lies at the foundation of our 
common schools." 

Rev. President Wayland said, "such an establishment in 
New York would be an example, which, he believed, would be 
followed in other States. A university with a thousand students 
would abundantly sustain itself; and he thought the needed 
expenses would not be so great as some gentlemen anticipated." 

Again — do these gentlemen know anything about the prac- 
tical subject of education in this country? 

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102 

Said the lamented Downing, in the last number of the Horti- 
culturist he ever edited, "The leaven for the necessity for educa- 
tion among the Industrial Classes, begins to work, we are happy 
to perceive, in many parts of the country. At a Farmers' Con- 
vention in Illinois, our correspondent, Prof. Turner, of that State, 
submitted a plan for such an educational institution, which has 
since been published in pamphlet form. 

We think the importance of the subject a sufficient apology 
for allowing the Professor to be heard by a large audience. 

It is not often that the weak points of an ordinary collegiate 
education are so clearly exposed, and the necessity of working- 
men's universities so plainly demonstrated." He then republishes 
the plan. See Horticulturist, July 1852, p. 306. 

Said the editor of the N. York Tribune, in the editorial pre- 
facing his republication of the same plan, "the great idea of a 
higher or thorough education for the sons and daughters of farm- 
ers, mechanics and laborers, is everywhere forcing itself on the 
public attention. Our race needs instruction and discipline to 
qualify tliem for working, as well as for thinking and talking. 
They need something more than the hireling picks up at hap-hazard 
in the course of liis daily toils. 

For want of this knowledge in every department of rural 
industry, millions of dollars are annually wasted. 

Prof. J. B. Turner, of Jacksonville, in behalf of a conven- 
tion at Granville, lias put forth a plan of an industrial university, 
which sets forth the pressing and common need, so forcibly, that 
we copy tlie larger portion of it." (N. Y. Tribune, Sept. 4, '52. 

An editorial in the North American, (the oldest paper in 
Pliiladelphia), on education and agriculture, said to be written 
bv Judge Conrad, says: "We have been gratified by the perusal 
of an address delivered by Prof. J. B. Turner, of Jacksonville, 
Ills., before a convention of farmers held in tliat State, in sup- 
port of the establishment of a university, in which agriculture 
and the sciences sliall be made a special branch of study. His 
suggestions are urged with zeal and ability, and his arguments 
are convincing, as to the need and importance of such institu- 
tions. There is no subject more worthy of the liighest effort of the 

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human intellect, nor one which has been, till recently, so culpably 
disregarded, if not condemned. 

To secure the diffiusion and practical application of agricul- 
tural science, it seems necessary that it should be interwoven 
with general education, and its acquisition made an object of 
early pride and animated ambition. 

Were this result attained by such institutions, as are sug- 
gested by Prof. Turner, the consequences would be not only an 
early application of science to agriculture, but valuable additions 
to the stock of knowledge, induced by stimulated enquiry and 
experiments. 

It cannot be doubted that with the advance of agricultural 
science we should witness an almost incredible increase of produc- 
tion. The condition of the farmer would be improved to opu- 
lence, and the increased means would be attended with enlarged 
ability and leisure, that encourage devotion to the pursuits and 
tastes that elevate and refine the intellect and character. 

The triumph of a republic can only be successfully achieved 
and permanently enjoyed by a people, the mass of whom, are an 
■enlightened yeomanry, the proprietors of the land they till. Too 
Independent to Be Bought^ Too Enlightened to Be CheateD: 
AND Too Powerful to Be Crushed. 

The proposition of Prof. Turner, seems to be entitled to 
peculiar and favorable consideration, and it is urged with a force 
of argument and eloquence that cannot fail to secure it. His ad- 
dress displays a full acquaintance with the subject, and his views 
are practical as well as profound, and are conveyed with eleva- 
tion of style and earnestness of purpose. It is impossible to read 
his remarks without realizing the importance of connecting agri- 
culture, as a special subject with the course of American study. 
It is desirable as a corrective of the delusion, that induces so 
general a rush into what ar(^ termed — not from any pecuniary 
promise — the liberal professions. Agriculture cultivated to its 
highest capacity, demands a mind as large and well stored as the 
liberal professions, and is at Ifiast equal to any human pursuit 
in intellectual and moral eleiation. Liberally taught, it would 
become an object of ambition to those youths who now yearly 

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104 

swell the unhappy hosts that over-crowd the professions. By 
making agriculture a liberal pursuit; by connecting it with sci- 
ence, (as it is already associated with all that is most beautiful 
in literature) ; by elevating and refining it, it would be rendered 
a noble amusement to the luxurious — a noble distinction to the 
earnest and ambitious. This has already been done to some 
extent; it remains that a syst(!m of education should render it 
general." 

Says Dr. Lee, the able and talented editor of the Southern 
Cultivator , the leading monthly periodical of the Southern plan- 
in.^ interest, i^ublished at Augusta, Georgia, in reply to a letter 
enquiring for some practical agricultural school for the sons of 
the planters, which letter he says, he publishes as a ''fair sample 
of scores of similar letters received every month:" "There is 
not a good agricultural school in the United States. The truth is, 
the American i)eople have yet to commence the study of agricul- 
ture as the combination of many sciences. Agriculture is the 
most profound and extensive profession that the progress of so- 
ciety and the accumulation of knowledge have developed. This 
is why the popular mind is so long in grasping it. Whether we 
consider the solid earth under our feet, the invisible atmosphere 
which we breathe, the wonderful growth and decay of all plants 
and animals, or the light, the heat, the cold, or the electricity 
of heaven, we contemplate but the elements of rural science. The 
careful investigation of the laws that govern all ponderable and 
imponderable agents, is the first step in the young farmer's edu- 
cation. To facilitate his studies, he needs, as he pre-eminently 
deserves, a more comprehensive school than this country now 
affords. We notice a plan for an industrial university, &c., by 
Prof. J. B. Turner, of Jacksonville, Ills. This subject is begin- 
ning to take a strong hold upon the minds of the people, and we 
are glad to see gentlemen of the talents and influence of Prof, 
Turner, lending a helping hand to put a ball in motion, which, 
ultimately, will sweep down all opposition. This plan of Prof. 
Turner, is full of valuable practical suggestions, and the memorial 
which accompanies it, or a similar one, should be forced upon the 



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105 

attention of the General Government, and of every state in the 
Union." 

But these extracts must suffice to show both the interest 
taken in the general subject abroad, and also, in that particular 
aspect it has assumed in this state, as presented in the report of 
the first convention held at Granville. 

Does any one now doubt that we are encouraged to go .for- 
ward? With what unexpected and almost fearful velocity, the 
darkness has sped away before the light in one short year ! The 
interest of mechanics and mechanical institutes and associations 
in this matter, is no less intelligent, marked and decisive, than 
that of their agricultural brethren, though they have fewer 
organs and advocates. Why should we halt in our career? What 
have we to fear? We and our cause, are at this moment stronger 
than all the legislatures, and congresses, and colleges on the 
continent, even if they were all pitted against us. But the great 
majority of them are most warmly and efficiently for us. They 
are our ablest and most valued advocates and friends. There 
may be "old fogies" among them : so there are among us : these 
fossil remains of a prior formation always will exist everywhere. 
It is well they do; for without them we should never be able to 
demonstrate the floods of darkness and prejudice that have, in 
past ages, deluged the human mind. In this case, there are no 
more of these old conservatives, now extant, than will be really 
needed by our new universities as cabinet specimens of a monkish 
age just gone by. They will serve as a connecting link 
between the mummies of the catacombs, and the whirling, buzzing, 
living, lightning world of our own time. Some few of these phil- 
osophical owls affect to be greatly distressed lest a war of classes 
and professions should be provoked in this effort, because, for- 
sooth, we are obliged to speak distinctly and decidedly of the 
peculiar wants, duties and rights of the different classes of society. 
Now the history of the whole world shows there never was and 
never could be such a Avar of classes incited by any means wiiat- 
ever, in any State or community, unless there was ample and 
justifiable reason for it; and whenever such reasons may exist, 
the sooner such a war comes, the better, if the unjust causes are not 

(los) 



106 

at once removed. Do these alarmists, then, pretend that any 
such causes exist in this country, connected with the scheme of 
industrial and professional education? We do not believe it; 
such an assumption is a slander upon the institutions of the 
country, as well as the men in it. So far from it, no other single 
subject could be named, to which the whole heart of all the free- 
men of this Republic, of all classes and professions, would so 
spontaneously and unequivocally respond. Let those who always 
take a step in advance, as though the whole continent were paved 
Avith rotten eggs, tread as carefully as they please: but let those 
who are men, advance like men, with fearless step, as if on the 
green, solid earth, amid brave and generous freemen like 
themselves. 

That such a measure should in any possible respect injure 
and retard any other institution or interest of any value to man- 
kind, is, clearly impossible: but that it should necessarily 
increase tiie means and instruments, and exalt the utility and 
power of good in all such institutions and interests, is equally 
evident, and is seen and felt by all the best minds in all classes in 
the nation. 

That there are always great and eminent dangers attending 
their incorporation, all thinking men well know. If consigned 
to corruption, imbecility and folly in any of the several States, 
(as some similar institutions, doubtless have been), the money 
expended in the endowment will be, of course, perverted, or lost. 
But is this necessary? Is there not wisdom enough, and patriot- 
ism enough in Congress and in the several States combined, to 
preclude the probability, if not the possibility of any such per- 
version or abuse? Or, if errors should occur, and loss and damage 
in some cases ensue, would not experience, and the example of 
other States correct the evil, and, ultimately, each free State 
learn to control, wisely, the means indispensable to its own educa- 
tion, development and welfare? If not, then, they are obviously 
not yet fit for self government, which, necessarily, implies self 
education. 

In the grant of lands. Congress has the right, and doubtless, 
ought to prescribe some uniform, wise and patriotic conditions 

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107 

to the grant, which should, as far as possible, place it, in all com- 
ing time, beyond the reach of all partisan, local and sinister pas- 
sions, interests and impulses, and leave it only in the hands of the 
"sober, second thought," of the people of the several States^ 
through the proper Courts and Commissioners, or regents ap- 
pointed for the purpose, and well qualified for the trust. 

It appears, from the report of President Hitchcoclv, of 
Amherst College, to the Massachusetts Legislature, that there 
are, in Europe, 352 such institutions; many of which he visited, 
and all of which exert a powerful and salutary influence, by the 
diffusion of intelligence, and by the improvement of these time 
honored arts. In France there are 75 under government patron- 
age. To one of these she made appropriations, in 1849, of half a 
million dollars. Another has already graduated 600 well edu- 
cated agriculturalists, who immediately found honorable and 
lucrative situations at the head of their professions. Monarchial 
Eussia has 68 of these schools, some of which are of a high order^ 
and superior to those in other lands! Cannot each of our con- 
federated republics afford one such institution? 

The Hon. M. P. Wilder, in the same address quoted above^ 
estimates the annual loss of the single State of Massachusetts in 
the one product of her cereal grains, for want of the knowledge 
and skill which such institutions alone can impart, at two 
millions of dollars. 

This would give to the Union, at the same rate, on this single 
product, an annual loss of, at least, sixty millions of dollars. 

A gentleman who has great practical experience, in the line 
of stock, dairy, &c., in Massachusetts, reports the loss through 
the same ignorance and unskillfulness in these interests of 
Massachusetts, alone, at 15 millions of dollars. 

(See Patent Office Eeports, 1851, page 28). 

This would give to the thirty States, if Massachusetts be 
taken as an average, an annual loss of 450 millions of dollars, 
in another single department. 

In other departments of agriculture, and in all our buildings, 
improvements and use of mechanical skill and labor, it is no 
better, and in many respects, even worse, as every intelligent man 

(107) 



108 

will admit. Surely, then, if these things are so, is it true that 
/'for lack of knowledge the people perish," as well in their tem- 
poral as their eternal interests. Both are governed by the same 
law and are bound to the same fate, like the bodies and souls of 
men. 



PROPOSED PLAN OF ACTION 

Let every Agricultural Society and every Mechanics' Insti- 
tute, every State and every neighborhood, at once procure Resolves 
of their corporations, or the signatures of their friends, and for- 
ward to Congress the following petition or one of similar form, and 
adopt suitable petitions for and from their State Legislatures, and 
forward to the Chief Executor of the League a copy of the same. 

The Would respectfully petition your honorable 

body for a grant of Congress Lands to each State in the Union to 
endow therein an Industrial University for the liberal and prac- 
tical education of the Industrial classes in their several pursuits 
and professions in life. Said grant to be not less in value than 
five hundred thousand dollars to each State, and to be held in 
trust for the above uses, accompanied by such conditions and 
restrictions in the terms of the grant, as shall in tlie wisdom of 
Congress, be needful in order to secure this trust forever to the 
uses aforesaid, and to prevent as far as practicable in all coming 
time the possibility of such trusts being diverted from their proper 
object, or made subservient to any local, partisan, or sectarian 
end iHconsistent with the appropriate use of such trust. 



MEMORIAL 

To thv Honorable the Memhcrs of the Senate and House of Repre- 
sentatives of the State of Illinois : 

The undersigned, citizens of this State, regarding with admir- 
ation the facilities which the civilized world at present affords 
for the liberal education of the members of the learned and mili- 
tary professions, and justly appreciating the benefits which they 
have derived therefrom in their pursuits in life, desire the same 

(io8) 



109 

Messing for ourselves, and our children, and for each and all 
the members of the industrial classes of this State. We, there- 
fore, would humbly pray your honorable bodies so to dispose of 
the Fund given by the General Government to this State for the 
advancement of learning, that a State University may be endowed 
with ample means for the liberal and practical education of all 
classes in society, each in their own several pursuits in life; and 
that these funds may be immediately committed to a Board of 
Trustees for this purpose in general accordance with a plan of 
the Convention already approved by large numbers of our most 
intelligent and patriotic citizens. 



DESIGN 
OF THE INDUSTRIAL LEAGUE OF ILLINOIS 



OFFICERS 

Principal Director, 
J. B. TURNER, Jacksonville 

Associate Directors^, 

John Gage, Lake Co. Bronson Murray^ LaSalle Go. 

L. S. Pennington^ Whiteside Co. J. T. Little^ Fulton Go. 

Wm. a. PenneL;, Putnam County. 

I. There are now in the hands of the State of Illinois, 
$150,000 in money, and about seventy -two sections of land selected 
at an early period, and probably worth as much more. 

II. The land and money, was donated by the General Gov- 
ernment, to this State, as a trust fund, apart from and independent 
of the Common School Fund. 

III. With this fund the State is required by Congress to 
establish a State University or High Seminary of learning. 

IV. The members of this industrial league are such, and 
such only, of the inhabitants of the State of Illinois, as desire that 
when this State Seminary is established, it shall be upon the 
following rational and impartial principles : 

(109) 



110 

V. It shall be designed to furnish to the great Industrial 
classes of the State, our Farmers, Merchants and Mechanics, each 
in their own sphere, the same thorough, liberal, and practical 
education in those various sciences underlying their several pur- 
suits, and in all processes, principles, and arts connected there- 
with, as our colleges and professional schools now afford to their 
students of Theology, Medicine, Law, and the art of War; and 
shall be provided with all needful apparatus, lands, grounds,, 
gardens, animals, drawings, models, instruments and engines, for 
the proper elucidation of the same — as other schools are pro- 
vided with their necessary apparatus. 

To combine the friends of this interest. The Industrial. 
League of Illinois was incorporated by the Legislature, Febru- 
ary, 1853. 

1st. With a capital of |20,000, to be raised by members, fees 
and donations; 

2d. With a Board of one chief Director and five associates; 
whose office it shall be 

3d. To print and distribute books, pamphlets, and papers, 
explaining the advantages and necessity of this system of 
education. 

4tli. To employ lecturers to visit all parts of the State for 
the same purpose, and to appoint agents for making collec- 
tions, &c. 

5th. To circulate, and present, to the Legislature and to 
Congress, petitions, urging the adoption of this plan for a Uni- 
versity and the liberal endowment thereof by Congress lands and 
by State funds in each State in the Union. 

6th. To receive from each member ten cents admission, and 
ten cents annual subscription, with fee for diploma and such 
voluntary donations as may be contributed. 

7th. The funds so collected to be applied to the payment of 
lecturers, agents, and officers, (other than Associate Directors, 
who shall receive no compensation for services), to the payment 
of printing and such incidental expenses as shall be approved 
by the Board : and on the establishment of a University as herein 



(iio) 



Ill 

contemplated, any surplus funds in the treasury to be paid over 
to the treasury of such University. 

8th. Members of the Industrial League, who desire it, may 
withdraw from their membership upon giving notice to any agent 
of the Board, provided their dues are all paid, including those for 
the year in which they withdraw. 

9th. The year of the League commences with the first day of 
each January. 

(The undersigned hereby enter their names as members of the "Industrial League of 
Illinois," from the date set opposite their names.) 



(Ill) 



BOOKS AND ARTICLES 

PUBLISHED BY 

THE CORPS OF INSTRUCTION 

OF THE 

UNIVERSITY OF ILLINOIS 

BETWEEN 

MAY 1, 1909, AND MAY 1, 1910 



115 



-AcKERT, James Edward — 

"Some Observations upon a Family of White-Footed Mice (Peromys- 
cus leucopus, Rafin.)" Nature-Study Review. Urbana, 111. Vol. 
VI, No. 5. pp. 132-135- May, 1910. 
Adams, Charles C. — 

"Isle Royale as a Biotic Environment." Ann. Rep. Mich. Geol. Survey 
for 1908. pp. 1-53. 
" "The Ecological Succession of Birds." Ann. Rep. Mich. Geol. Survey 

for 1908. pp. 121-154. (Reprinted with additions from "The Auk", 
25, pp. 109-153. 1908). 
" "The Coleoptera of Isle Royale, Lake Superior, and their Relation to 

the North American Centers of Dispersal." Ann. Rep. Mich. Geol. 
Survey for 1908. pp. IS7-2I5- 
" "Annotations on Certain Isle Royale Inverterbrates." Ann. Rep. Mich. 

Geol. Survey for 1908. pp. 249-277. 
" "Notes on Isle Royale Mammals and their Ecological Relations." Ann. 

Rep. Mich. Geol. Survey for 1908. pp. 389-422. 
-Allison, F. G. 

See Gill, F. W. 
Alvord, Clarence Walworth — 

Kaskaskia Records, 1778-1790, being Virginia Series Vol. II., Collec- 
tions of the Illinois State Historical Library, Volume IV. Spring- 
field, 1909. pp. 681. 
Illinois : The Origins, Military Tract Papers No. 3, Macomb, III, 1910. 

(6000). 
"The Study of Western History in our Schools", History Teachers' 
Mag., Vol. I, No. 2, October, 1909. (1000). 
'Bagg, Rufus Mather, Jr. — 

"The Roosevelt Deep Drainage Tunnel, Colorado." Eng'g. and Min. 
Jour., Nov. 27, 1909. pp. 1061-1062. (Figures in text). 
" Casts of Foraminifers in the Carboniferous of Illinois." 111. State 

Geol. Survey Bull. No. 14. (Year Book for 1908). May, 1910. pp. 
263-271, pi. V. 
©agley, W. C— 

"Recent Studies on Periodicity in Mental Development." Psych. Bull. 

Baltimore, Vol. VI, pp. 188-193. June 15, 1909. 

" "Education and Utility." Bull. Eastern 111. State Normal School, No. 

26, Oct. I, 1909, pp. 20. 

"Modern Education and Moral Development." (Address delivered 

before Minn. State Educational Assoc.) Publ. by Association, 1910. 

(115) 



116 

Bagley, W. C. — 

" "A Plea for the Definite in Education." School and Home Educa- 

tion, Vol. XXIX, pp. 255-267, April, 1910. (An address delivered 
before the Central Illinois Teachers' Association.) 
" "The Indianapolis Meeting of the Department of Superintendence." 

Journal of Educational Psychology, Vol. I, pp. 173-177, March, 1910. 
Baker^ Ira O. — 

"A Treatise on Masonry Construction." loth edition revised and re- 
written. John Wiley & Sons, New York, 1909, pp. 8 vo. xv, 745. 
Baldwin, E. C. — 

"Grace Abounding" by John Bunyan. Ginn, Boston, Mass., 1910. 
pp. XX, 148. 
Balzer, G. p. — 

See Carman, A. P. 
Barnhart, J. M. — 

"A Modified Method for the Determination of Salt in Butter." Chem- 
ical Engineer, Vol. X. pp. 165-166, Nov. 1909. 
See Lee_, C. E. 
BartoWj Edward — 

"Character and Composition of the Incrustation from Discharge Pipe 
at Quincy, Illinois." Proc. of the Amer. Water Works Assn., 
1908, pp. 172-178. 
" "Pure Water on the Farm". Orange Judd Farmer, Chicago, August 

28, 1909, pp. 174-176. 
" "The Hardness of Illinois Municipal Water Supplies." Report of the 

111. Soc. of Engineers and Surveyors, 1908, pp. 213-220. 
" "Relation of the State Water Survey to Municipal Water Works." 

Proc. of the 111. Water Supply Assn. 1909, pp. 39-43. 
" "Suggested Disposal of Drainage at Tolono, Illinois." Proc. of the 

111. Water Supply Assn., 1909., pp. 160-164. 
" "Water Problems of Illinois and Neighboring States." Amer. Jour. 

of Pub. Hygiene, Vol. XIX, No. 3, August 1909, pp. 489-497. 
" "Methods of Water Analysis." First Report of the Lake Michigan 

Water Commission, 1909, pp. 96-106. 
" "Report of Water Conditions in Illinois." First Report of the Lake- 

Michigan Water Commission, 1909, pp. 40-63. 
" "Chemical and Biological Survey of the Waters of Illinois, Report for 

1908." Bull. Univ. of 111., Water Survey Series No. 7, 1909, pp. 200. 
" "The Boiler Water." Proc. of the Amer. Water Works Assn., 1909, pp. 

495-504. 
" "Water Problems of Mexico." Proc. of the Amer. Water Works 

Assn., 1909, pp. 711-732. 
" "The Relation of the Typhoid Fever Death Rate to the Water Sup- 

plies of Illinois." Journal of Amer. Pub. Hygiene, 1910, pp. 43-50. 
(116) 



117 

and Udden, Parr, and Palmer — 

"The Mineral Content of Illinois Waters." Bull. Univ. of III, Water 
Survey Series No. 4, 1908, pp. 192, 
and Rogers^ J. S. — 

" "Determination of Nitrates by Reduction with Aluminum." Amer. 

Jour. Pub. Hygiene, Vol. XIX, No. 3, Aug. 1909, pp. 536-545. 
Bauman, Frederick — 

"Gonorrhoea, its diagnosis and treatment." pp. 208, Appleton, N. Y.,. 
1910. 
" "Science and Medicine with special reference to the treatment of 

syphilis and gonorrhoea." pp. 12. Medical Record, July 3, 1909. 
Bevier, Isabel — 

"Theory and Practice in Jelly-Making." Good Housekeeping, Spring- 
field, Mass., June, 1909. 2^ pages. 
Bogart, E. L. — 

"Recent Books on Economics." The Forum, June, 1909. New York. 
" "Practical Economics." Chicago : The LaSalle University Pub. Co., 

1910. pp. 164. 
" "Chronique financiere annuelle des etats Unis." Revue de Science et 

de Legislation financieres, Dec. 1909, pp. 595-612. Paris. 
Bode, B. H.— 

"Au Outline of Logic." Holt, N. Y. 1910. pp. VI, 324. 
Brooks, I. S. — 

See Lloyd, J. W. 
Brooks, John P. — 

"Stone and Brick Masonry." Radford's Cyclopedia of Construction, 
Chicago, Vol. IV. pp. 1-90. 
Brooks, N. C. — 

"Some New Texts of Liturgical Easter Plays." Jour, of Engl, and Ger. 
Philology, Urbana, Vol. VIII., pp. 463-488. Oct. 1909. 
" "German Hymns in the Church Service before the Reformation." 

Modern Language Notes, Baltimore. Vol. XXV., pp. 105-108. 
April, 1910. 
Brown, Richard H. — 

"The Tonsil Question." Illinois Medical Journal, Vol. XVI., No. 6,. 
pp. 698-704. 
Byford, Henry T. — 

"The Significance of Peritorical Adhesions Following Operations." 
Surgery, Gynecology and Obestetrics. Chicago. Vol. VIII, No. 6. 
pp. 576-578. 1909. Trans. Amer. Gynecological Soc. 1909. Vol. 34. 
" "Vaginal Hysterectomy for Carcimona of the Cervix." Southern 

Med. Jour. Nashville, Vol. II, pp. 549-551. Trans. Southern Surg, 
and Gyne. Soc, 1909. Vol. 21. 
" "Practitioner and Specialist." Chicago Med. Rec. Chicago, pp. 813-817.- 

Dec. 1909. 

("7) 



118 

• 

Byfobd^ Henky T. — 

" Memorial Address upon Thaddeus A. Remy, M.D., LL.D. Trans, of 

Amer. Gyne. Soc. Vol. 34, 1909. pp. 641-643. 
Carman, A. P. — 

"Electromagnetic Induction." Part of "A Text-Book of Physics" by 
six authors, 2nd edition, pp. 599-646, 1909. Phila. Blakiston's 
Sons Co. 
and Balzer, G. J. — 

"The Effect of Pressure on the Electrolytic Rectifier." (Abstract) i 
page. Physical Review, N. Y., Feb. 1910. 
Carman, A. P. — 

"The Laboratory of Physics." "The Technograph." 1909, pp. 5. 
Carnahan, D. H. — 

"Jean d' Abundance: — A Study of his Life and Three of his works." 
University of Illinois Studies. Vol. Ill, pp. 221-351. Sept.1909. 
See Lincoln, A. T. 
Charles, F. L. — 

"Some Observations on Robin Nests." Transactions 111. State Academy 
of Science, Vol. II, 1909. pp. 27-32. 
" "Agricultural Lessons." Woodford County (111.) School Bulletin 

(monthly). 1909-1910. pp. 15. 
" "Nature-Study Department (1910) School Century (monthly), Oak 

Park, 111. pp. 358-360, 410-41 1. 
Editor Nature-Study Review since January i, 1910. 
" Editorial and other Contributions to Nature-Study Review, January 

to May, 1910. (Vol. 6) pp. 1-4, 46-48, 68-69, 81-84, 87-92, 107—109, 
114-115. 
Clark, George L. — 

"The Test of Conversion," Univ. of 111. Bulletin No. 32, College of 
Law. June 16, 1909, 8 pages. 
Clement, J. K. — 

See Garland, C. M. 
■COLVIN, S. S. — 

"Methods of Determining Ideational Types." Psychological Bulletin, 
July, 1908, 6,000 words. 
" "Ideational Types of School Children." Pedagogical Seminary, Sep- 

tember, 1909, 5,000 words. 
" "Studies From the Psychological Laboratory, of the University of Illi- 

nois." No. I. (Editor) Psychological Monographs of the Psycho- 
logical Review, Vol. XII, pp. 177. 
" "The Color Perception of Three Dogs, a Cat and a Squirrel." (with 

C. C. Burford), Studies from the Psychological Laboratory, pp. 49. 
"The Development of Imagination in School Children." (with E. J. 
Myers), Studies from the Psychological Laboratory, pp. 42. 

(118) 



119 

COLVIN, S. S. — 

" "Some Facts in Partial Justification of the Dogma of Formal Disci- 

pline." Bulletin of the School of Education. No. 2, Oct. 17, 1909. 
Second revised edition. Feb. 28, 1910, pp. 36. 

Crathorne, a. R. — 

"Senet's Lehrbuch der Differential-und Intergralrechnung." Bulletin 
of the American Mathematical Society. N. Y. Vol. XV. pp. 140-2. 
Dec, 1908. Continued in Vol. XVI, pp. 377-9. April, 1910. 
" "Schafheitlin's Theorie der Besselschen Funktionen." Bulletin of the 

Amer. Math. Soc. Vol. XVI, p. 385, April, 1910. 
" "Essay on the Fourth Dimension." One of a collection of twenty 

essays bound under the title "The Fourth Dimension Simply Ex- 
plained," Minn., 1910. pp. 154-163. 
" "An Expression of the Bending Moment at the Supports of a Con- 

tinuous Girder." Science, Vol. XXXI, pp. 675-6. April 29, 1910. 
See RiETZ, H. L. 
Ceawshaw, F. D. — 

"Problems in Woodturning." Manual Arts Press, Peoria, 111., 1909, 
pp. 60. 
" "Metal Spinning." Popular Mechanics Co., Chicago, 111., 1909, pp. 72. 

■and G. H. Wtllard — 

"Pattern Making." Popular Mechanics Co., Chicago, 111., 1909. pp. 
189-208. 
CuRTiss, Richard S. — 

"Analyse und Konstitutionsermittelung organischen Verbindungen, von 
Dr. Hans Meyer (J. Springer, 1909) Review. Jour. Amer. Chem. 
Soc. 31. pp. 605-6. May, 1909. 
"Condensations in the Mesoxalic Ester Series." Paper Detroit Meet- 
ing Amer. Chem. Soc. June, 1909. Abstract in Science, p. 30, 1909. 
and Spencer, F. Grace. — 

"The Action of Alcohols, Acids, and Amines on Methyl Oxomalonate." 

Jour. Am. Chem. Soc. 31. pp. 1053-57. Sept., 1909. 
"Methyl Phenyliminomalonate and its Reactions. Paper at Boston 
Meeting of the Amer. Chem. Soc, Jan., 1910. Abstract in Science, 
31, p. 315. 1910. 
Davenport, E. — 

"Education for Efficiency." D. C. Heath & Co., Boston, 184 pages. 
"Unity in Education and Its Preservation While Meeting the Demands 
for Industrial Training." Published in the 1909 Report of the 
National Educational Association, pp. 18. 
"The Young Man and the College of Agriculture." Farm Home, 

September, 1909, pp. 5. 
"The Distribution of Trotting Records." The Horseman and Spirit 

of the Times, Chicago, Nov., 1909. pp. 7. 
'Why Food is Costly." Good Housekeeping, April, 1910. 
(119) 



120 

Davenport, E. — 

" "The Development of Agriculture by Organized Effort." Trans. 

Mass. Agr. Soc., Dec, 1909. pp. 10. 

" "The Future of Agricultural Engineering." Illinois Agriculturist, 

December, 1909. pp. 2. 

" "Heredity Problems : I. How the Offspring Compares with the Par- 

ent." Breeder's Gazette, Dec. 22, 1909. pp. 5. 

n. Regression, or The Inability of the Parent to Completely 
Control the Character of the Offspring." Breeder's Gazette, Chi- 
cago, Dec. 29, 1909. pp. 4. 

III. The Way of Descent or The Law of Ancestral Heredity 
and What It Means to the Breeder." Jan. 4, 1910. pp. 7. 

" "The Kind of Science on Which Breeding Operations Rest." Amer- 

ican Horse Breeder, Boston, Jan., 1909. pp. 4. 

" "Agricultural Development and Public Welfare." Published by the 

Commissioner of Agriculture, Albany, N. Y. Jan., 1910. pp. 25. 

" "Shall We Inbreed?" Breeder's Gazette, Feb. 1910. pp. 2. 

" "The Funk Family." The Farm Home, Springeld, Feb. 1910. pp. 2. 

" "The College of Agriculture : Its Past, Present and Future." Forth- 

coming Vol. 15 State Farmers' Institute Report, pp. 11. 

" "The Opportunity of the High School." The Educational Review, 

N. Y., Mar. 1910. pp. 12. 

" "The Agricultural Outlook." The Illinois Agriculturist. April, pp. 2. 

" "Criticism of the Davis Bill." School & Home Education. May, 

1910. pp. 10. 
Denton, W. W. — 

"On the osculating quartic of a plane curve." Transactions of the 
American Mathematical Society. 2d Series, Vol. XV., No. 3, pp. 
297-308. New York, July, 1909. 
Derick, C. G. — 

"Review of Methods of Water-proofing Concrete Structures." Engi- 
neering-Contracting Journal. Vol. XXXII. pp. 175-176. Sept. i, 
1909. 

Scientific Amer. Supplement No. 1773. Vol. LXVIII, p. 406-407. 
Dec. 25, 1909. 
See NoYES, W. A. 

Dewsnup, E. R. — 

"Railway Rate Making and Rate Reforming." Railway World, Vol. 
LIV., Nos. 10, II, 12, 13. March and April, 1910. 
Dietrich, William — 

"Swine." (Breeding, Feeding and Management). Breeder's Gazette, 
Chicago. 1910. pp. 312. 
" "Feeding the Pig." (Circular 133). Illinois Agr. Exper. Sta., Urbana, 

Oct. 1909. pp. 19. 

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121 

DiETKiCH, William — 

"A Portable Panel Fence." (Circular 132) Illinois Agr. Ex. Sta., 

Urbana. Oct. 1909. pp. 4. 
" "Success and Failure in Swine Feeding." Breeder's Gazette, Chicago, 

Dec. IS, 1909. pp. ID. 

Drury, F. K. W.— 

"On protecting pamphlets." Library Journal. N. Y. Vol. 35, pp. 
1 18-19. March, 1910. 

DUFOUR, F. O. — 

"Elementary Steel Construction." Radford Architectural Co., Chi- 
cago, 1909, pp. 200+38 Plates. 

Duncan, J. C. — 

"A Teacher's View of the Examiner's Attitude." The Journal of 
Accountancy, New York, Vol. 8, No. 5. pp. 356-361. Sept. 1909. 

ElSENDRATH, DaNIEL N. — 

"Surgical Diagnosis." Second Edition. W. B. Saunders & Co., 1909. 
pp. 900. 
" Post-Operative Complications." International Clinics, Oct. 1909. 15 pp. 

"Sigmoid Diverticulitis." Archives of Diagnosis, Oct. 1909. pp. 6. 
" "Ileus due to Meckel's Diverticulum." Annals of Surgery, Dec. 1909. 

pp. 30. 
" "Surgical Treatment of Renal Calculi." Surgery, Gynecology and 

Obstetrics, April, 1910. pp. 6. 
Emmett, a. D. — 

and Grindley^ H. S. — 

"A Preliminary Study of the Efifect of Cold Storage on Beef and 
Poultry." First Communication. Joul. Ind. and Eng. Chem. Vol. 
I, No. 7, July, 1909. pp. 413-436. Copied in National Provisioner, 
Vol. 41, 1909. 
" "A Preliminary Study of the Effect of Cold Storage on Beef and 

Poultry." Second Communication. Jour. Ind. and Eng. Chem. 
Vol. I, No. 8, August, 1909. pp. 580-596. 
" "The Chemical Composition of the Wholesale Cuts of Beef from 

Three Steers." Proc. of Amer. Chem. Soc. Detroit Meeting. Sci- 
ence 30, 764 (1909). 
" "The Influence of Cold Storage upon Flesh." Proc. of Amer. Soc. 

Biol. Chemists. May, 1909. Baltimore meeting, p. 156. 
Fairlie^ John A. — (with B. J. Ram age and others) — 

Report of the Commissioner of Corporations on Transportation by 
Water in the United States. Gov't Printing Office, Washington, 
D. C. Pt. I, July 12, 1909, pp. 614; Pt. II, July 19, 1909, pp. 402. 
" "Home Rule in Michigan." Amer. Polit. Sci. Rev., Baltimore, Vol. 

IV, pp. 1 19-123, February, 1910. 

(121) 



122 

Fairlie, John A. — (with B. J. Ramagk and others) — 

" "State Inspection of Police." (Discussion), Cincinnati Conference 

for Good City Government, Nat'l Municipal League, 1909. 
Ferguson, A. H. — 

"Cruroscrotal Hernia." Annals of Surgery. January, 1909. 
" "Visceral Pleurectomy." Transactions of Am. Surgical Assoc. 1909. 

" "Thyroidectomy for Exopthalmic Goitre." Surgery, Gynecology and 

Obstetrics. March, 1909. pp. 279-282. 
" "Carcinoma of the Pancreas." Surgery, Gynecology and Obstetrics. 

April, 1910. pp. 393-395- 
Fitz-Gerald, J. D. — 

"A Reading Journey Through Spain." The Chautauquan. N. Y. 
Vol. 55 pp. 311-477- August, 1909. 
" "Review of J. P. W. Crawford: "The life of Cristobal Suarez de 

Figueroa." The Romanic Review, N. Y. Vol. i, pp. 101-102. 
January-March, 1910. 

Flom, G. T. — 

"History of Norwegian Immigration to the United States." The 
Torch Press. Cedar Rapids, la. 1909, pp. 407. 
■" "Fritjofs Saga by Esaias Tegner, with Introduction, Bibliography and 

Explanatory Notes by The Engberg-Holmberg Pub. Co., 

Chicago. 1909, pp. XXIV, 202. 
"The Noun-Stems in the Thidhreskssaga." The Journal of Engl, and 
Germanic Philology. Vol. IX. pp. 27-42. Urbana, 111. 
■" "The Noun-Stems in the Thidhreskssaga." The Journal of Engl, and 

Germanic Philology. Vol. VIII. pp. 279-282. 
" Review of Sproglige og Historiske Afhandlinger Viede Sophus 

Bugge Minde. The Journal of English and Germanic Philology. 
Vol. VIII. pp. 597-692. 
" "Review of Vestnorsk Maalfore Fyre 1350. The Jour, of Engl, and 

Germanic Philology. Vol. VIII., pp. 602-605. 
" Review of Carlson's Swedish Grammar and Reader. The Modern 

Language Notes. Vol. XXIV. pp. 252-253. 
Fraser, W. J. — 

"Dairy Suggestions from European Conditions, as seen in the British 
Isles, Holland, and Denmark." 111. Agr. Ex. Sta. Bull. No. 140. 
64 pp. Oct. 1909. Published in conjunction with R. E. Brand. 
" "Fraser, W. J. "The Economy of the Round Dairy Barn." 111. 

Agr. Ex. Sta. Bulletin No. 143. pp. 44. Feb. 1910. 
" "Cow Index of Keep and Profit." Illinois Agricultural Ex. Sta. Cir- 

cular No. 134. 22 pp. Oct. 1909. 
■" "Conservation of the Dairyman's Energy." 111. Agr. Ex. Sta. Cir. No. 

143. 28 pages. April, 1910. 



(122) 



123 

Fuller, William — 

"Primary Tuberculosis of the Mammary Gland." N. Y. Mecl. Jour,. 
Sept. 4, 1909. pp. 451-454- 
" "Diagnosis of Fractures." 111. Med. Jour. Dec. 1909. 9 pp. 

Garland, C. M. — 

"Factory Testing of the Automobile Engine." Horseless Age., July 
16, 1909. pp. 8. 
" "An Improved Absorption Dynamometer". Jour, of Am. Soc. of Mech. 
Engineers. March 1910. pp. 8. 
and Kratz, A. P. — 

"Testing the Suction Gas Producer," Jour, of Am. Soc. of Mech. 
Engrs. Dec. 1909. pp. 31. 
and Clement, J. K. — 

"A Study in Heat Transmission." University of Illinois Experiment 
Station, Bulletin No. 40. pp. 18. 
Garner, J. W. — 

"Introduction to Political Science : A Treatise on the nature, organ- 
ization and functions of the State." American Book Co., N. Y., 
1910. pp. 650. 

"The Presidential Electoral System." Independent, Vol. LXVIIL 
pp. 191-195. Jan. 27, 1910. 

"Criminal Procedure in the United States." North American Re- 
view, Vol. CXCI pp. 49-63. Feb. 1910. 

"News and Notes". American Political Science Review. Vol. III. 
pp. 262-275, May, 1909. 

"News and Notes". American Political Science Review. Vol. III. 
pp. 436-452. August, 1909. 

"News and Notes". American Political Science Review. Vol. III. 
pp. 597-613. November, 1909. 

"News and Notes." American Political Science Review, Vol. IV. 
pp. 91-119. Febrauary, 1910. 

"La Vie Politique aux Etats-Unis." Revue Politique et Parlementaire, 
Vol. LX. pp. 186-198, November, 1909. 

La Vie Politique aux Etats-Unis." Revue Politique et Parlimentaire. 
Vol. LXIV. pp. 178-194. April 1910. 

"New Politics for the South." Annals of the American Academy of 
Political and Social Science, pp. 172-183. January 1910. 

"The American Institute of Criminal Law and Criminology ; Pro- 
posed Reforms in Federal procedure; Bibliography of Criminal 
Law and Criminology; and miscellaneous notes." Journal of the 
American Institute of Criminal Law and Criminology. Vol. I. 
pp. 2-15; 122-136; and 159-163. ]\Iay 1910. 



(123) 



124 

Gill, F. W.— 

and Grindley, H. S. — 

"The Preservation of Urine by Thymol and Refrigeration." Jour. 
Amer. Chem. Soc, Vol. 31, No. 6, pp. 695-710, June, 1909. 
" "Total Nitrogen Determination by the Kober Method." Jour. Amer. 

Chem. Soc, Vol. 31, No. 11, pp, 1249-1252, Nov., 1909. 
and Allison, F. G., and Grindley, H. S. — 

"The Determination of Urea in Urine." Jour. Amer. Chem. Soc, 
Vol. 31, No. 9, pp. 1078-1093, Sept. 1909. 
GiRAULT, A. A. — 

"The Chalcidoid Parasites of the Coccid Eulecanium nigrofasciatum 
(Pargaude), With Descriptions of three new North American 
species of the Subfamilies Eucyrtidae and Aphelininae from Illi- 
nois." Psyche. Boston, Mass., XVI, August, 1909, pp. 75-86. 
" "Standards of the number of eggs laid by Insects." VIII. Ent. 

News, Philadelphia, XX, October, 1909, pp. 355-357- 
" "Oligosita Americana Ashevead species nova, a new chalcidoid of the 

family Trichogamindae from Illinois." Psyche, Boston, Mass., 
XVI. October, 1909, pp. 106-110. 
" "A new chalcidoid genus and species of the family Mymaridae from 

Illinois, Parasitic on the eggs of the weevil Tylodema faveolatum 
(Say)." Journal New York Ent. Society. N. Y., XVII, Dec. 1909, 
pp. 167-171. 
" "The Detestable House Fly". Illinois Agriculturist, Urbana, XIV. 

Februarj^ 1910, pp. 12-16. fig. 
" "Notes on Variation in similar periods of embryonic development: 

Its bearing on the theory of effective temperatures". Bulletin 
Wisconsin Society of Natural History, Milwaukee, Wis., IV., 1910, 
pp. 10-19, text-figures 1-6. 
" "Notes on Oucideses texana horn in Georgia : Oirposition". Ent. 

News, Philadelphia, XXI. May 1910, pp. 226-228. 
and G. E. Sanders — 

"The chalcidoid parasites of tlie common house or typhoid fiy (Muoca 
Domestica Linnaeus) and its allies. 
' I. Reconstruction of the genus Nasonia Ashevead of the family 

Pteromalidae, with Description and Biology of Nesonia brevicornis 
Ashevead, specia nova, its type species from Illinois." Psyche, 
Boston, Mass., XVI. Dec. 1909, pp. 119-132, figs 1-5. XVII. Feb. 
1910. pp. 9-28 

GOLDTHWAITE, N. E. — 

"Jelly-Making." Good Housekeeping, Springfield, Mass., June, 1909. 
2V2 pages. 
/ " "Contribution on the Physics and Chemistry of Jelly-Making." Jour- 

nal of Industrial and Engineering Chemistry, Chicago, June, 1909. 
pp. 7- 

(124) 



125 

GOLDTHWAITE, N. E. — ( Cont'd) 

" "Effects of the Presence of Carbohydrates upon the Artificial Diges- 

tion of Casein. Journal of Biological Chemistry, Jan., 1910. pp. 12. 

Goss, W. F. M.— 

"Locomotive Performance Under Saturated and Superheated Steam." 

Proc. of American Railway Master Mechanics' Association, Chi- 
cago, 1909, pp. 48. 
" "Science and Transportation". Transactions of the Illinois State 

Academy of Science, Springfield, Illinois, 1909, pp. 4. 
■" "Second Degrees for Graduates of Engineering Courses." Proc. of 

the Society for the Promotion of Engineering Education, N. Y. 

1909, pp. 3. 
" "The Utilization of Fuel in Locomotive Practice." United States 

Geological Survey Bulletin No. 402, Washington, D. C, Nov., 

1909, pp. 28. 
Report of the Standing Committee on Brake Shoes of the Master Cal 

Builders' Association. Proc. of the Association, Chicago, 1909 

approximately 4 pages. 

'Greene^ E. B. — 

"A Report on the Progress of State Historical Societies". Am. Hist. 
Assoc, Annual Report for 1907. pp. 51-56. Government Print- 
ing Office. Washington, 1909. 
"The Elective System in the College of Literature and Arts." Alumni 
Quarterly of the University of Illinois, Urbana., Vol. IV. pp. 12-2Q 
Jan. 1909. 

and Alvord, C. W. — 

Executive Letter-Book of Illinois, 1818-1834. Illinois Historical Col- 
lections. Vol. IV., pp. xxxiii, 317. State Historical Libranj 
Springfield, 1909. 
'Grindley, H. S. — 

"The Nutritive and Economic Values of the Cheap Cuts of Beef as 
Compared with the Choice and Expensive Cuts." Harper's 
Weekly, Vol. 54, No. 2775, pp. 11-12, February, 1910. 
" "The Preservation of Meats by Cold Storage." Illinois Medical Jour- 

nal., Vol. 17, No. 2, pp. 152-157, February, 1910. 
See Emmett^ A. D. 
See Gill, F. W. 
Hall, L. D.— 

"Commercial Feeds for Fattening Cattle". Illinois Agriculturist. 
Urbana, 111. Vol. XIII :9, pp. 16-20, June, 1909. 
" "Winter-Fattening Cattle". Orange Judd Farmer. Chicago, 111. Vol. 

48-2, pp. 58-9. Jan. 1910. 
Harker, O. a. — 

"Statutory Appeal in Illinois", Illinois Law Review, Vol. 4, No. 2, for 
June, 1909, commencing with page 81. pp. 6. 

(125) 



126 

Harker, O. a. — (cont'd) 

" "Should the Jury be Judges of the Law in Criminal Cases?" Address 

before the States Attorneys' Association of Illinois at their An- 
nual Session in Chicago, June i, 1909, University Bulletin, Vol. 7, 
No. 33, Nov. 7, 1909. pp. 15. 
Hawk, P. B.— 

and Rehfus, M. E. — 

"A Study of Nylander's Reaction". Jour, of Biol. Chem. Vol. VII. 
No. 4, pp. 273-286, 1910. 
" "Nylander's Reaction in the Presence of Mercury or Chloroform". 

Journal of Biological Chemistry, Vol. VII. No. 4, pp. 267-272, 1910. 
and Howe, Paul E. — 

"A Study of Repeated Fasting". Proc. Soc. of Biol. Chemists, 1910. 
Abstract, 2 pages, 
and Howe, P. E. and Mattill, H. A. — 
' "Fasting Studies on Men and Dogs." Proc. Society of Biol. Chemists, 

1910. Abstract, 2 pages, 
and Fowler, C. C. — 

"Studies on Water drinking. II. The Metabolic Influence of 
Copious Water drinking with meals." Jour, of Experimental 
Medicine, Vol. XIII, 1910, pp. 30. 
Hayes, E. C. — 

"The Teaching of Sociology". American Journal of Sociology. Chi- 
cago. Vol. XV. pp. 665-669. March, 1910. 
Discussion of "The Psychological View of Society". Ibid. pp. 612-614. 
Heineck, A. P. — 

"The Modern Operative Treatment of Fractures of the Patella." A 
Monograph. Surgery, Gynecology and Obstetrics. Chicago. 1909, 
August, pp. 117-248. 
Hepburn, N. W. — 

See Lee, C. E. 
Holltster, H. a. — 

"High School Administration". D. C. Heath & Co., Boston, 1909, 
pp. XII, 379. 
V "Public School Buildings and their Equipment, with special reference 

to High Schools." Bulletin No. i. School of Education, Univer- 
sity of Illinois, pp. 3y. 
HowE, Paul E. — 

See Hawk, P. B. 
Howe, R. B.— 

"Results of Spraying Experiments, 1909." Circular No. 137, Univer- 
sity of Illinois Agricultural Experiment Station, pp. 39. Feb. 1909. 
"Results of Our Spraying Experiments for 1909." Transactions of the 
Horticultural Society of Southern Illinois, published in Trans- 

fl26) 



127 

actions of Illinois Horticultural Society Report, Vol. 43. New- 
Series 1909. pp. 437-454- 
Jesse, R. H., Jr. 

and Baxter, G. P. — 

"Revision des Atomgewichtes von Chrom — Die Analyse von Silber- 
chromat." Zeitschrift fiir Anorganische Chemie. Hamburg und 
Leipzig. Band 62, pp. 331-343- July, 1909- 

Published also in Chemical News, London. Vol. 100. pp. 213-216; 
228-229. 1909. 

and Richards, T. W. — 

"The Heats of Combustion of Octanes and Xylenes." Journal of the 
American Chemical Society. Easton, Pa. Vol. 32, pp. 268-298. 
March. 1910. 
Jones, Florence Nightingale — 

"Boccaccio and his Imitators". University of Chicago Press, 1910. 
pp. 46. 
Jones, Grinnell — • 

"Eine Erklarung des negativen Ausdehnungskoeffizienten von Silber- 
jodid." Zeitschrift fur physikalische Chemie. Leipzig. VoL 
LXXI. pp. 179-190, 1910. 
" "The Atomic Weight of Hydrogen". Journal of the American Chem- 

ical Society. Vol. XXXII. pp. 513-517. April, 1910. 
and Richards, T. W. — 

"Die Kompressibilitaten der Chloride, Bromide und Iodide von Nat- 
rium, Kalium, Silber und Thallium". Zeitschrift fiir physikalische 
Chemie. Leipzig. Vol. LXXI. pp. 152-178. 1910. 
and Baxter, G. P. — 

"A Revision of the Atomic Weight of Phosphorus. First Paper — 
The Analysis of Silver Phosphate", published in three periodicals 
as follows : Proc. Am. Acad, of Arts and Sciences. Boston, Vol. 
XLV pp. 138-158. Jan. 1910. 

Journal of the American Chemical Society. Easton, Vol. XXXI. 
pp. 298-318. March 1910. 

Zeitschrift fiir anorganische Chemie. Leipzig. Vol. LXVI. pp. 
97-121. 1910. 
Kerr, Josephine, E. — 

See MacNeal, W. J. 
KiNLEY, David. — 

"The Use of Credit Instruments in Payments in the United States." 
Rep. Nat'l Monetary Com., Washington, 1910. 
" Professor Fisher's Formula for Estimating the Velocity of the Cir- 

culation of Money." Publ. Amer. Statis. Assoc, March, 1910. 
Knipp, Charles T. — 

"A Simple Cloud Apparatus." Science, H. S., Vol. XXX., No. 782, 
pp. 930-932, December 24, 1909. 
(127) 



128 

Kratz, a. p. — 

See Garland, C. M. 

KuNz, Jakob — 

"On the electron theory of thermal radiation for small values of 

N T." Physical Review, Vol. XXVIII. p. 313. May, 1909. 11 pp. 

" "On the photoelectric properties of sodium-potassium alloy." Physical 

Review, Vol. XXIX. p. 174. August, 1909. pp. 3. 
" "On the photoelectric effect of sodium-potassium alloy and its bearing 

on the structure of the ether." Physical Review, Vol. XXIX. 
p. 212, Sept. 1909. 17 pp. 
"The absolute values of the moments of the elementary magnets of 
iron nickel and magnetite." Physical Review, Vol. XXX, p. 359. 
March, 1910. 12 pages. 

Larson, L. M. — 

A Syllabus of European History. Champaign-Urbana, 1909. pp. 74. 
" "The Sectional Elements in the Early History of Milwaukee." Proc. 

of the Mississippi Valley Historical Association, 1907-1908. Cedar 
Rapids, la., 1909, pp. 121-135. 
La Rue, George R. — 

"On the Morphology and Development of a new Cestode of the Genus 
Proteocephalus Weinland", Trans, of Amer. Microscopical Soc, 
Vol. XXIX. No. I. pp. 17-49. Dec. 1909. 
Latzer, Lenore L. — 

See MacNeal, W. J. 
Lee, C. E. — 

and Hepburn, N. W. and Barnhart, J. M. — 

"A Study of Factors Influencing the Composition of Butter." 111. 
Agri. Exp. Station. Bulletin. No. 137. Sept. 1909. pp. 314-366. 
and Barnhart, J. M. — 

"Composition of Market Butter." 111. Agri. Exp. Station Bulletin, No. 
139. October, 1909. pp. 441-457- 
Lessing, O. E. — 

"Die neue Form. Ein Beitrag zum Verstandnis des deutschen Natural- 

ismus. Carl Reissner. Dresden, 1910, pp. 233. 
"Whitman and German Critics". Jour, of English and Germanic Phil- 
ology. Urbana, Vol. IX. i, pp. 85-98. January, 1910. 
Lincoln, A. T. — 

and Carnahan, D. H. — 

"Theoretical Principles of the Methods of Analytical Chemistry." 
(Translation of the work of M. G. Chesnau). Macmillan. N. Y. 
1910. pp X, 184. 
LiTMAN, Simon — 

"Accounting" (Discussion on). American Economic Association Quar- 
terly, vol. X, No. I, pp. 102-104, April, 1909. 

(128) 



129 

XiTMAN, Simon — (cont'd) 

"Tariff Revision and Foreign Markets". American Economic Associa- 
tion Quarterly, vol. X, No. i, pp. 314-325, April, 1909. 

"The Aim of a Course in Elementary Economics". Journal of Polit- 
ical Economy, vol. XVII, No. 10, pp. 685-688, Dec. 1909. 

"Trade and Commerce". La Salle Extension University Publications. 
Chicago, 1910. pp. 170. 

"RevieviT of Legislation on Commerce and Industry, 1907 and 1908." 
New York State Library Bulletin, Albany, 1910. pp. 12. 

"Competition in Trade". La Salle Extension University Publications. 
Chicago, 1910. pp. 15. 
"Lloyd_, John W. — 

"Howr to Grow Muskmelons". Illinois Agricultural Experiment Sta- 
tion, Circular No. 139, pp. 19. Urbana, Feb. 1910. 

and Brooks, I. S. — 

"Grow^ing Tomatoes for Early Market". Illinois Agricultural Ex- 
periment Station, Bulletin No. 144, pp. 45-88. Urbana, February, 
1910. 
Lytle_, E. B. — 

"Proper Integrals over Interable Fields." Transactions of the Amer- 
ican Mathematical Society. N. Y., Vol. XL, pp. 25-36. Jan. 1910. 
" "Young and Jackson's Elementary Algebra." (A Review) Bulletin 

American Mathematical Society. N. Y. Vol. XVI. pp. 215-216. 
Jan. 1910. 
MacNeal, W. J.— 

"The bacteriology of infectious abortion." Illinois Agriculturist, Vol. 
13, No. 9, p. 21, 1909. 

"Pellagra". An address at an assembly of the College of Science, 
University of Illinois, Dec. 2, 1909. Illinois Medical Journal, Vol. 
17, pp. 59-67, 1910. 

"What teachers may do to promote personal hygiene and public health." 
The Nature Study Review, Urbana, Vol. 6, No. 2, pp. 39-40. 1910. 
and Latzer, L. L. and Kerr, J. E. — 

"The fecal bacteria of healthy men, Part II, Quantitative culture ex- 
periments." Journal of Infectious Diseases, Chicago, Vol. 6, pp. 
571-609, 1909. 
Major, H. F.— 

"The Garden Yard". Illinois Agriculturist, Nov. 1909. pp. 19-22. 

"How to fix up the Yard". (Some kinds of trees, shrubs and vines 
and where to plant them) Circular No. 135 (Jan. 1910) Uni- 
versity of Illinois Agricultural Experiment Station, pp. 24. 

"Classification of Ornamental Plants as Adapted to the Various 
Uses in Landscape Gardening." Dept. of Horticulture 1909. Spe- 
cial Publication edition limited, pp. 7. 

(129) 



130 

Major, H. F. — (cont'd) 

" "A Walk in the Woods is Profitable." Illinois Agriculturist, April, 

1910. pp. 1-3. 
" "Making Money by Landscape Gardening". Illinois Agriculturist, 

Feb. 1909. pp. 6-10. 

Malcolm, C. W. — 

"Text-Book on Graphic Statics." Myron C. Clark Pub. Co. Chicago 
and New York, 1909, pp xii, 310. 
Mettler, L. Harrison — 

"Nervous Symptoms of Diabetes." Illinois Medical Journal, Spring- 
field, III. Vol. XVIII. No. 4, pp. 448-455. April 1910. 
Miller, G. A.— 

"On the groups generated by two operators (S S^) satisfying two- 
conditions." Quarterly Journal of Mathematics, Cambridge, Eng- 
land, Vol. XL. pp. 197-209, May 1909. 
" "Note on the groups generated by two operators transforming each 

other into their inverses." Ibid. pp. 366-7, July, 1909. 
" "The future of mathematics." Popular Science Monthly, N. Y. Vol. 

X., pp. 117-23, August 1909. 
" "Winnipeg Meeting of the British Association for the Advancement 

of Science." Science, N. Y. Vol. XXX. p. 357, Sept. 1909. 
" Automorphisms of order two." Transactions of the American Math- 

ematical Society, N. Y., Vol. X, pp. 471-8, October. 1909. 
" "Groups formed by the prime residues with respect to modular sys- 

tems." Archiv der Mathematik und Physik, Berlin, Germany,. 
Vol. XV., pp. 115-121. November, 1909. 
" "Groups generated by two operators (Si S2) satisfying the equation 

(SiSa)"'- =^82^1)^. 

(X and B being relatively prime." Bulletin of the American Math- 
ematical Society, N. Y., Vol. XVL. pp. 67-9, Nov. 1909. 

" "Sur les groupes engendres par deux operateurs dont chacun trans- 

forme le carre de I'autre en son inverse." Comptes Rendus des- 
Seances de I'Academie des Sciences, Paris, France, Vol. 149- 
CXLIX. pp. 843-6. November, 1909. 

" "On a few points in the history of elementary mathematics." Ameri- 

can Mathematical Monthly. Springfield, Mo., Vol. XVL. pp. 
177-9, November, 1909. 

" "Groups generated by two operators satisfying the condition 

Si S2 — S;;^ "^1 ". Prace Matematyczno-Fizyczne. Warsaw, Rus- 
sia. Vol. XX. pp. 193-7, 1909. 

" Generalizations of the icosahedral group". Quarterly Journal of 

Mathematics, Cambridge, England. Vol. XLI. pp. 168-74. Janu- 
ary, 1910. 

" "Generalizations of the tetrahedral and the octahedral groups." Amer- 

(130) 



131 

ican Journal of Mathematics, Baltimore, Vol. XXXII. pp. 65-74, 
January, 1910. 
" Note on the groups generated by two operators whose squares are 

invariant." Bulletin of the American Matheamtical Society. N. Y. 
Vol. XVI. pp. 173-4. January 1910. 
" "Explanation of the term fourth dimension." School Science and 

Mathematics, Chicago. Vol. X. pp. 43-7, January, 1910. 
" "The sixty-first meeting of the American Association for the Ad- 

vancement of Science." Bulletin of the American Mathematical 
Society. N. Y. Vol. XVI. pp. 306-12, March, 1910. 
" "Recent changes of view as regards some points in the history of ele- 

mentary mathematics". Educational Review, N. Y. Vol. XXXIX, 
pp. 403-6. April, 1910. 
" "Appreciative remarks on the theory of groups." School Science and 

Mathematics. Chicago, Vol. X., pp. 279-82, April, 1910. 
Mills, C. H.— 

Setting of Magnificat. For Soli & Chorus. Schvimer, N. Y. No. 
5392. pp. i-XIII. 1909. 
MuMFORD, Herbert W. — 

"Short Fed Steers. A Comparison of Methods of Feeding." Agri- 
cultural Experiment Station, Bulletin No. 142. Urbana, Nov. 1909. 
pp. 14. 
" "The Live Stock Situation in Illinois." Agricultural Experiment Sta- 

tion, Circular 140, Urbana, Feb. 1910. pp. 15. 
" "Weekly Feeder's Corner." Farm Magazine, Chicago, 1909-10. Quar- 

ter page in each number since Nov. 18, 1910, or about 6 pp. 
,' "Live Stock in Permanent Agriculture." Fanners' Review, Chicago, 

March, 1910. pp. 5. 
NoRTHRUP, Elliott J. — 

"The Domain of Law and Law School Instruction." College of Law, 
Univ. of III, Bulletin No. 2>'2, June 16, 1909, 11 pp. 
ISToYEs, W. A.— 

"The Requirements of a First Course in Chemistry". School Science 
and Mathematics. November, 1909. 
" "Molecular Rearrangements." J. Am. Ch. Soc, Vol. XXXI., pp. 

1368-1374. December, 1909. 
and Derick, C. G. — • 

"Molecular Rearrangements in the Camphor Series. II, Laurolene." 
J. Am. Ch. Soc, Vol. XXXI., pp. 669-673. June, 1909. 
'OcHSNER, Dr. Albert J. — 

"Exophthalmic Goitre from the Standpoint of the Clinical Surgeon." 

International Clinics. 8 pages. 
"The Prevention and Inhibition of Diffuse Suppurative Peritonitis." 

111. Med. Jour. May 1909. 15 pp. 
"The Treatment of Fistulae and Abscesses Following Operations for 

(131) 



132 

Empyema of the Thorax." Annals of Surgery, July 1909. 8 pp. 
" "The Surgical Treatment of Non-Perforative Gastric Ulcers." 111. 

Med. Jour. Aug. 1909. 3 pp. 
" "Pancreatitis from the Standpoint of the Clinical Surgeon." Ameri- 

can Med. Jour. 1909. 8 pp. 
" "Prevention and Inhibition of Peritonitis with Especial Reference to 

the Plarm Done by Cathartics in Incipient Peritonitis." Boston 
Med. & Surg. Jour. Feb. 1910. 8 pp. 
"The Surgery and Pathology of the Thyroid and Parathyroid 
Glands." C. V. Mosby Co., April, 1910. 391 pp. 
" "Bullet extracted from Hip Joint." Surgery, Gynecology & Obstet- 

rics. Jan. 1910. 4 pp. 
"The Treatment of Compound Fractures." 111. Medical Journ. Feb. 
1910. 6 pp. 
" "Surgical Treatment of Chronic Arthritis." Jour, of the A. M. A. 

March 5th, 1910. 15 pp. 
Oldfather, W. a. — 

"Livy I. 26 and the Supplicium de More Maiorum." Trans, of 

the American Philological Association, Vol. XXXIX. pp. 49-/2- 

1909. 

"The Instructor." The Nation. N. Y., Vol. LXXXIX., pp. 203-205. 

Sept. 2, 1909. 

" "Aristophanes' Clouds 1472-74." Classical Philology. Chicago, Vol. 

V. pp. 101-103, January, 1910. 
" "Funde aus Lokroi". Philologus. Munich, Vol. LXX., pp. 114-125, 

Jan. 1910. 
" "Social Conditions and Theories in the Greco-Roman World". The 

Progressive Journal of Education, Chicago, Vol. II. ; a series of 
articles appearing as follows: No. i pp. 12-18, Sept. 1909; No. II. 
pp. 41-48 and 79-92, October and November 1909; No. III. pp. 
1 16-125 February 1910; No. IV. pp. 152-158, March 1910; No. V, 
pp. 190-198 April 1910. 
Oliver, Thomas E. — 

"Some Analogues of Maistre Pierre Pathelin." The Journal of Amer- 
ican Folk-Lore. Boston and New York., Vol. XXTL, pp. 395-431 
October-December, 1909. 
Paetow, L. J. — 

"The Arts Course at Medieval Universities with Special Reference to 
Grammar and Rhetoric. In the University Studies, University of 
Illinois, Vol. Ill, No. 7, January, 1910. pp. 134. 
Paine, Ellery B. — 

"Lightning." Technograph No. 23. pp. 29-31. 
Parr, S. W.— 

"Chemical Data as Related to the Power Plant." Transactions of the 
American Water Works Association, 1909. pp. 10. 
(132) 



133 

Parr, S. W.— (cont'd) 

" "Specifications for the Purchase of Coal." Transactions of the Illinois- 

Water Works Conference, 1909. pp. 3. 
"Boiler Waters". "The Mineral Content of Illinois Waters." Uni- 
versity of Illinois State Water Survey Bulletin No. 4, 1908. pp. 6. 
" "What can the Alumni do?" Alumni Quarterly, July, 1909. pp. 9. 

and Ernest, T. R. — 

"Fire Test on Sand-Lime Brick." Brick, July 1909. i page. 

and Wheeler, W. F. — 

"A Series of Parallel Determinations with the Mahler and Parr 

Calorimeters. Jour. Ind. & Eng. Chem., Sept. 1909. pp. 6. 
"The Ash of Coal and its Relation to Actual or Unit Coal Values." 
Jour. Ind. & Eng. Chem., Sept. 1909. pp. 13. 
and Wheeler, W. F. and Beeolsheimer, Ruth — 

"A Comparison of Methods for the Determination of Sulphur in 
Coal." Jour, of Ind. & Eng. Chem., Oct., 1909. pp. 5- 
and Ernest, T. R. and Williams, W. S.— 

"Studies in the Uses of Finely-Divided Silica." Jour, of Ind. & Eng. 
Chem., Oct., 1909. pp. 4. 
and Barker, Perry — 

"The Occluded Gases in Coal." Eng. Expt. Sta. Bulletin No. 32,. 
March, 1909. pp. 28. 
and Mears, Brain ard and Weatherhead — 

"The Chemical Examination of Asphaltic Material." Jour, of Ind. & 
Eng. Chem., Nov. 1909. pp. 8. 
and Wheeler, W. F. — 

"Unit Coal and the Composition of Coal Ash." Eng. Exp. Sta. Bul- 
letin No. 37, March, 1910. pp. 6t. 
"The Weathering of Coal." Eng. Exp. Sta. Bulletin No. 38, April,, 
1910. pp. 43. 
See Bartow, Edward. 
Pease, A. S. — 

"Iterum Hieronymiana", Revue Benedictine (Belgium). Vol. XXIV. 
pp. 386-388. July, 1909. 
" "A Harvard Manuscript of St. Augustine." Harvard Studies in- 

Classical Philology. Cambridge, Mass. Vol. XXI. pp. 51-74. 1910. 
and Moore, A. H.— 

"Agropyron carinum and its North American Allies." Rhodora. Bos- 
ton, Vol. XII. pp. 61-77. April 1910. 
Powell, T. R. — 

"Review of Spiegel's Die Verwaltungsrechtswissenschaft. Am. Pol. 
Sci. Review. IV. 129-132. February, 1910. 
" "Review of Jenk's Principles of Politics and Dealey's The Develop- 

ment of the State. Political Sci. Quarterly. XXIV. pp. 525-527- 
Sept. 1909. 

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134 

Price, Anna May — 

"Special Library Training". Public Libraries. Chicago. Vol. 14, pp. 
338-342. Nov. 1909. 
PUSEY, W. A.— 

Address to New Medical Students, Chicago Medical Recorder, No- 
vember, 1909. 
" "Some of the Diseases of the Soft Tissues of the Mouth." Discus- 

sion of Dr. Thomas L. Gilmer's paper. Dental Review, June, 1909. 
" "The teaching of Dermatology — Dermatology and the Pharmacopeia." 

Chairman's Address before the Section on Cutaneous Medicine and 
Surgery of the American Medical Association. Jour. Am. Med. 
Assoc. June 19, 1909. 
Reed, F. W.— 

"On Singular Points in the Approximate Development of the Per- 
turbatise Function." Trans, of the Am. Math. Society. N. Y. 
Vol. X., No. 4, pp. 485-509. Oct. 1909. 
Rietz, H. L. — 

"On Inheritance in the Production of Butter Fat." Biometrika, Lon- 
don, Vol. VIL, pp. 106-126. 
" "Statistique Mathematique. Par Laurent." Bulletin Amer. Math. Soc, 

N. Y., March 1910. (1350) 
"The Teaching of College Algebra". The Amer. Math. Monthly, Vol. 
XVn, March 1910, pp. 51-53- 
" "An Exposition of the Illinois Syllabus on Algebra for Secondary 

Schools." Proceedings of the N. E. A., Denver, Colo., 1909. pp. 

511-514- 
and Crathorne, A. R. — 

College Algebra, Henry Holt, N. Y., 1909, pp xii, 261. 
Rinaker, H. B. — 

"Fuels and their Utilization in the Processes of Cooking." Journal of 
Home Economics." N. Y. Vol. I. pp. 409-417. Dec. 1909. 
Pobertson, W. S. — 

"Francisco de Miranda and the Revolutionizing of Spanish America." 
Report of the American Historical Association for 1907, pp. 
189-550, Washington, 1909. 
Robinson, Maurice H.— 

"Railway Freight Rates". Yale Review, New Haven, Conn. Vol. 
XVIII. pp. 122-154. Aug. 1909. 
" "The Holding Corporation". Yale Review, Vol. XVIII, pp. 390-414. 

Feb. 1910. 
' "Water Works Franchises". Proc. of W. 111. Water Supply Assoc. 

March, 1910. 
Sanders, G. E. — 

See GiRAULT, A. A. 
Eavage, T. E. — 

"The Ordovician and Silurian Formations in Alexander County, 111." 
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135 

American Journal of Science, New Haven, Conn. Vol. XXVIII. 
PP- 509-519- Dec. 1909. 
" "The Clay Seams (Horsebacks) in the number 5 coal bed, near 

Springfield, Illinois." Trans, of the 111. State Acad, of Science. 
Vol. II. pp. 38-44- 1909- 
" "Clay Seams or so-called Horsebacks near Springfield, Illinois." 

Economic Geology. Lancaster, Pa., Vol. V. pp. 178-187. Mch. 
1910. 
Schmidt, Edward C. — 

"Freight Train Resistance — Its Relation to Average car weight." Jour- 
nal of the American Society of Mechanical Engineers. N. Y. 
Vol. 32, No. 5. pp. 42. 
SCHULZ, Wm. F. — 

"Absorption Spectra of Certain Rare Earths, The Effect of a Mag- 
netic Field upon." Astrophysical Journal, Chicago. Vol. XXX. 
PP- 383-397, Dec. 1909. 
Schwartz, G. F. — 

"Catechism of Harmony." White, Smith & Co. Boston, Mass. 52 pp. 
9 chapters and appendix. 
Sherman, S. P. — 

"Stella and the Broken Heart". Publications of the Modern Lan- 
guage Association. Cambridge, Vol. XXIV, No. 2, pp. 274-285. 
June 1909. 
"George Meredith". The Nation. N. Y. Vol. 88, No. 2292, pp. 
554-557- June, 1909. 
" "Anatole France." The Nation. N. Y. Vol. 89, No. 2300, pp. 94-96. 

July, 1909. 

SlSAM, C. H. — 

"On Some Loci Associated with Plane curves". American Journal 
of Mathematics. Baltimore. Vol. XXVI. pp. 253-262. July 1909. 
Slippy, Ralph B. — 

"Tests of Road Materials." Proc. 111. Eng. Soc, 1910. pp. 5. (Meet- 
ing at Cairo, 111., Jan. 26-28, 1910) Reprinted in Good Roads, N. Y. 
Vol. XL, No. 4, pp. 130-131. April, 1910. 
" "Instruction in Road and Pavement Construction at the University 

of Illinois". Proc. 111. Eng. Soc. 1910. (Meeting at Cairo, 111., 
Jan. 26-28, 1910.) 3 pp. 
" "Roads and Pavements." Section of report of committee on Technical 

Books and -Libraries. American Society for the Promotion of 
Engineering Education. 1910. 2 pp. 
Smith, Frank — 

Hydroids in the Illinois River. Biological Bulletin. Chicago, Vol. 
XVIII. pp. 67-68. Jan. 1910. 
SiirTH, George McPhail — 

"Heterogeneous Equilibria between Aqueous and Metallic Solution : 

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136 

The Interaction of Mixed Salt Solutions and Liquid Amalgams." 
(First Paper). A Study of the Reaction, 

K Hg™ + Na :^ K + Na Hg^ + (m-°' Hp." 
Jour. Amer. Chem. Soc. Vol. XXXII. pp. 502-7, April, 1909. 
and Bennett, H. C. — 

"The Electrolytic Preparation of the Amalgams of the Alkali and 
Alkali-Earth Metals." Jour. Amer. Chem. Soc. Vol. XXXI. pp. 
799-806. July 1909. 
Smith, L. H. — 

"Explanation of Exhibits Illustrating Experiments in Crop Improve- 
ment". 14th Annual Report Illinois Farmers' Institute. 1909, 
pp. 85-100. 
" "Saving the Soil Fertility". National Corn Exposition, A special 

Folder published by the Chicago and Northwestern Ry. Co., De- 
cember, 1909. 
" "The Improvement of Farm Crops by Breeding." The Illinois Agri- 

culturist. Vol. XIV, pp. 29-31, January 1910. 
" "The Improvement of Corn by Breeding." 41st Annual Report Mis- 

souri State Board of Agriculture, 1909, pp. 131-150. 
Spencer, F. Grace — 

See Curtiss, R. S. 
Stifler, W. W. — 

"The Resistance of Certain Electrolytes in a Magnetic Field." The 
Physical Review, N. Y., Vol. XXVIII, No. 5, PP- 382-385, May, 
1909. 
Stoek, H. H. — 

"Raleigh County, (W. Va.) Mining Methods," Mines & Minerals 
May, 1909, 5 pages — 9000 words. 
" "New River Coal Field (W. Va.)" Mines and Minerals, June 1909, 

5I/2 pages — 9900 words. 
" "Sealing off Summit Hill Mine Fire," Mines & Minerals, August, 1909, 

4 pages, 6400 words. 
" "The Kanawha Region, W. Virginia," Mines & Minerals, August, 

1909, 4 pages, 6400 words. 
"The Coal Fields of Middle Central W. Virginia," Mines & Min- 
erals, Sept., 1909, 4^ pages, 7200 words. 
" "Coal Fields of Central W. Virginia," Mines & Minerals, Oct., 1909. 

4^ pages, 7200 words. 
" "Presidential Addresses, Coal Mining Institute of America, July 1909 — 

300 words ; and December, 1909 — 2000 words, Proc. of Coal Min- 
ing Institute of America, 1909. 
" "Marquette Range Caving Methods." Mines & Minerals, Nov. 1909, 

7 pages, 1 1200 words. 
" "Upper Potomac Coal Fields." Mines & Minerals, Nov. 1909, 4 pp., 

6400 words. 

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137 

.Stoek, H. H.— (cont'd) 

"Cherry Mine Disaster". Mines and Minerals, Dec. 1909, 2 pp.— 3200 

words, and February, 1910, 5 pp.— 8000 words. 
"First-Aid Movement for Injured Miners". Mining World, Jan. i, 

1910. 4V2 pp. 
"The Mining Department at the University of Illinois," 111. Soc. of 

Engineers and Surveyors, Jan. 1910, 2000 words. 

Thompson, John Giffin — 

"The Rise and Decline of the Wheat Growing Industry in Wiscon- 
sin." Bulletin of the University of Wisconsin. No. 292, Madison, 
Wis. May 1909, pp. 250. 

TOWLES, J. K. — 

"Early Railroad Monopoly and Discrimination in Rhode Island." Yale 
Review. New Haven. Vol. XVIII. pp. 299-319. Nov. 1909. 

Van Hoosen, Bertha — 

"The Influence of Scopolamine-Morphine Anesthesia on the Fetus in 
Utero." Read before the XVI International Congress of Medicine 
at Budapest, August 1909. Official Report of Proceedings, Section 
VIII, Obstetrique et Gynecologic, page 601, printed in English. 

Van Meter, Anna Roberta — 

"The Function of the Trade Mark". The Journal of Home Economics, 
Oct., 1909. (7000) 12 pp. 

'Ward, Henry B. — 

"Parasitology." The American Naturalist; Vol. XLIIL pp. 567-570, 

Sept. 1909. 
"The Influence of Hibernation and Migration on Animal Parasites." 

Proc. of the Seventh International Zoological Congress. Boston, 

Nov. 1909. (Advance Print, 12 pp.) 
"The Influence of Civilization on Human Zoo-Parasitic Diseases." 

Proc. of the 7th International Zoological Congress. Boston. (Ad- 
vance Print 8 pp.) Nov. 1909. 
"Fasciolopsis Buskii, F. Rathouisi and Related Species in China." The 

China Medical Journal. (October 1909) Also in Trans. Am. 

Microscopical Society. Vol. XXIX pp. 5-16. 2 plates. 
"Notes on the Leaping of the Pacific Salmon." Transactions of the 

American Fisheries Society, Thirty-Eighth Annual Meeting, Vol. 

XXXIX, pp. 162-167. 1910. 
"The Internal Parasites of the Sebago Salmon." Bulletin of the 

United States Bureau of Fisheries, Vol. XXVIII, pp. 1151-1194- 

I plate. Issued April, 1910. 

"Washburn, E. W. — 

"A Simple System of Thermodynamic Chemistry Based upon a Modi- 
fication of the Method of Carnot." Jour. Am. Chem. Soc, Vol. 
32. pp. 467-502, April, 1910. 
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138 



Washburn, E. W. — (cont'd.) 

"The Fundamental Law for a General Theory of Solutions". Jour. 
American Chem. Soc. Vol. Z-- PP- 653-671. May 1910. 
Watson, F. R. — 

"A Substitute for Lampblack". School Sciences & Mathematics. Chi- 
cago. Vol. 9, pp. 677, 1909. 
" "Architectural Acoustics." Technograph. Univ. of 111. Vol. 23, pp. 

76-81, 1909. Also reprinted in Scientific American Supplement. 
N. Y., Vol. 68, p. 391, 1909. 
" "Review of Hoadley's Elements of Physics". School Review. Chi- 

cago. Vol 18, p. 63. 1910. 
" "An Apparatus for Measuring Sound." (Abstract) Physical Review. 

N. Y., Vol. 30, p. 128, 1910. Completed article in Physical Review. 
N. Y., Vol. 30, pp. 471-474. 1910. 
" "Effect of Surface Tension Upon a Falling Jet of Water." (Abstract) 

Physical Review, N. Y., Vol. 30, p. 270. 1910. 
Wells, Edward F. — 

"Management of Uremia." Jour. Am. Med. Assoc. Vol. LIIL, pp. 
1796-1797. Nov. 27, 1909. 
Wheeler, W. F. — 

See Parr, S. W. 
White, James M. — 

"Lincoln Hall" — Alumni Quarterly, Vol. IV. No. 2, April, 1910. 
Wiehr, Josef — 

"A History of German Literature by Calvin Thomas. The Journal of 
English and Germanic Philology. Vol. IX, No. I, pp. 99-107. 
" "Lessing's Minna von Barnhelm", Oxford University Press, N. Y 

1910. Introduction : pp. Iv ; notes pp. 40. 
Williams, C. A. — 

"Zur Licderpoesie in Fischarts Gargantua". Beitrage zur Geschichte 
der deutschen Sprache und Literatur. Halle, Vol. XXXV. (1909) 
PP- 395-404. (Also as a dissertation of the University of Heidel- 
berg, Halle, 1909, pp. 71.) 
" "Zwei deutsche Liederbiicher des 16. Jahrhunderts im Vatikan." 

Journal of English and Germanic Philology. Urbana, Vol. VIIL 
pp. 489-500. Oct. 1909. 
Wyman, a. Phelps — 

"The Small Home Yard." Circular 138. University of Illinois Agri- 
cultural Experiment Station. Urbana. pp. 16. Feb. 1910. 
Young, J. W. — 

"The Geometry of Chains on a Complex Line." Annals of Mathe- 
ematics, 2d Series, Vol. XI, pp. 33-48, October, 1909. 
" "A Synoptic Course for Teachers." Bulletin of the American Math- 

ematical Society, Vol. XVI, pp. 254-265, February, 1910. 
" "On the Discontinuous Groups defined by Rational Normal Curves in 

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139 

a Space of n Dimensions". Bulletin of the American Mathemat- 
ical Society, Vol. XVI, pp. 363-368, April, 1910. 
Zeleny, Charles — 

"The effect of Successive Removal upon the Rate of Regeneration". 
Journal of Experimental Zoology. Philadelphia. Vol. VII. No. 
3. pp. 477-S12. October, 1909. 

" "The Relation Between Degree of Injury and Rate of Regeneration — 

Additional Observations and General Discussion." Jour, of Ex- 
perimental Zoology. Philadelphia. Vol. VII. pp. 513-562. Oc- 
tober, 1909. 

" "Some Experiments on the Effect of Age upon the Rate of Regenera- 

tion." Journal of Experimental Zoology. Philadelphia. Vol. VII. 
pp. 563-593- October, 1909. 



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